quantitative research paper about tvl strand philippines

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Perceptions and Lived Experiences: A Phenomenological Study of Technical Vocational and Livelihood Strand Students During the New Normal Education

2022, Psychology and Education: A Multidisciplinary Journal

Education is a valuable possession in the society that people live in today, and many strive hard to acquire it. Education is essential for everyone to lead fulfilled lives. This study aimed to assess and investigate the perceptions and lived experiences of Grade 12 TVL strand students from San Luis National High School, particularly in the Senior High School Department, during the school years 2021 to 2022 of the new normal education system. The study used a qualitative type of research design, particularly a phenomenological study method approach to analyze and questions were defined by the researchers from a phenomenological standpoint in the TVL strand. The Grade 12 TV students are currently dealing with a variety of obstacles brought on by the pandemic. The viral threat is not the only problem the students are facing; they're also having academic difficulties. Based on their personal experiences, the participants turn to their fellow students to help them overcome obstacles in the new normal education system. Due to the nature of the learning environment, the students develop their support network digitally, allowing them to interact socially. On the basis of the respondents' responses, it is possible to surmise that there is a difference in the student's performance and experiences when participating in traditional learning and new normal learning. According to their responses, it may be inferred that the students preferred the traditional educational setting.

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Presentation made at the Flinders University 2nd First Year Forum for 2014

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On Taking Technical Vocational and Livelihood (Tvl) Strand: A Coign of Vantage

• John Karlo Rabe
• Christopher Andales
• Lhanze Jhaztyne Velasquez
• Ma. Kristina Ramos

INTRODUCTION

It is a great endeavor for the Philippines to enhance the basic education program for the youth. As it was known as K-12, the learners of today have a higher chance to be more competitive globally. Further, K-12 offers several strands which include Technical Vocational and Livelihood (TVL) that could lead them to entrepreneurship, higher education, and employment. In the last two years that Bauan Technical High School offers Gas Tungsten Arc Welding (GTAW), its learners felt inferior among other strand takers. TVL students were compared among other strands as students think that TVL is a less wise choice to have a better future. The researchers want to give phenomenological bases to students on the coign of vantage on having TVL strand specifically GTAW. Significantly, this research ventures on the advances of technical vocational strand -GTAW major highlighting the lived experiences of GTAW students in the said school highlighting the curriculum, challenges and the opportunities stored for skill students of TVL. Purposefully, the study would offer a program that will help the school and TVL takers to uplift their strand in the academe.

Purposive Sampling determined the 60 respondents for which are 30 selected students who are currently enrolled in the said strand and 30 teachers of TVL. Data were gathered through interview, Focus Group Discussion, and direct observation. Discourse Analysis strengthens the fact gathered through these procedures. Furthermore, the data were analyzed and validated with the strong support of literature reviews.

Momentously, the study revealed significant experiences and encounters of the respondents with the TVL strand takers. These experiences and encounters were manifested in the cognitive, psychomotor, affective, and interpersonal and social skills of TVL students. Moreover, the study showed great differences in the perception towards TVL takers and the perception of the TVL takers to themselves. Indicators showed these differences as they went through focus group discussions. Lack of confidence, complacency, and trust on personality, ability, and work towards TVL students are some of these indicators which lead TVL strands to feel lowliness.

DISCUSSIONS

The results demonstrate the need for a mechanism that will uplift the Technical Vocational Strand in view of Bauan Technical High School students and teachers as well. With this, the researchers proposed a digital TVL strand Manifesto for strand enhancement in the said learning institution.

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©2017 by Ascendens Asia Pte. Ltd. | NLB Singapore-Registered Publisher.

The Online Journal for Technical and Vocational Education and Training in Asia

ISSN: 2196-839X

Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines

Feb 6, 2022 | Issue 18

Abstract  

This paper presents the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These pilot classes initiated the Senior High School program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, a collaboration between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise was formed to provide ideal conditions for the pilot study graduates to gain immediate employment. The collaboration is anchored on the expertise of the two learning institutions: the University of San Carlos Basic Education Department hosted the general education subjects while the Center for Industrial and Technical Enterprise delivered technically oriented courses. The in-plant or job training programs paved the way for broadened industry exposure. The pilot implementation of the collaborative Senior High School program provided evidence from various stakeholders that competency-based training is what works best for both academic institutions and industry, as most students were employed after graduation and were workplace-ready. Thus, the hybrid model of the collaborative TVL program was effective in developing the competencies needed in the workplace.  

Keywords: TVET, Electro Mechanic Course, Hotel and Restaurant Services, Hybrid Collaborative Model, Senior High School (SHS), Technical-Vocational-Livelihood Track  

1. Introduction   

Technical vocational education and training (TVET) has been recognized worldwide as a tool for empowering people, especially the youth, for sustainable livelihood and social-economic improvement (Okwelle & Deebom 2017). According to Okwelle (2013), TVET broadly refers to deliberate interventions to bring about learning which would make people more productive (or simply adequately productive) in designated areas of economic activity (e.g., economic sectors, occupations, specific work tasks). For Alhasan and Abdullahi (2013), technical and vocational education and training plays an essential role in improving the well-being of youths and communities, and increasing productivity, empowering individuals to become self-reliant and stimulating entrepreneurship. Thus, there is a need to promote TVET as a promising program for students who want to ensure employment after graduation. However, most people are prejudiced with regard to technical and vocational education and training (TVET), seeing it as second-class education (Ratnata 2013; Che Rus et al. 2014). In reality, competency or skills training is an assurance of employability. According to the National Statistics Office, results from the January 2016 Labor Force Survey reflect an estimated 94.2 % employment rate.  

The Philippine educational system encompasses both formal and non-formal education. Due to family tradition and cultural considerations, formal education is preferred to a non-formal system because society is degree-conscious. While there are attractive career opportunities for degree holders, technical education graduates have more employability prospects. The ultimate goal of going to school is to gain employment. However, getting a degree is not the only means to get employed, considering the structure of the labor market. The high demand for manual services suggests that technical and vocational education and training can address its needs. Despite the attractive employability rate of technical and vocational education, there is still a need to put more weight on providing evidence and marketing the program effectively. During the UNESCO General Conference in 2015, United Nations (UN) explained that technical and vocational education and training (TVET) comprises education, training, and skills development relating to a wide range of occupational fields; production, services, and livelihood (UNESCO 2015). TVET, as part of lifelong learning, can take place at secondary, post-secondary, and tertiary levels. It includes work-based education, continuing training, and professional development, which may lead to qualifications. Dual VET is in demand worldwide, and double forms of vocational training are becoming increasingly common in many countries (Angles & Lindemann 2019). 

Technical-Vocational-Livelihood (TVL) is one of the Senior High School program tracks under the K to 12 Enhanced Basic Education program. Compared to the academic track, the TVL track is the most challenging due to the availability of resources and linkages; and was thus given less attention compared to the academic track. Since the creation of the Philippines’ formal education system, cultural conditioning among parents for their children has always leaned towards the academic pathway. Filipino parents always plan for their children’s college education. The thought of encouraging students to pursue a technical-vocational course has always been a remote option. However, some perspectives have changed through time as the Enhanced Basic Education Act of 2013 came into the picture. The implementation of the Senior High School program has paved the way for the inclusion of technical and vocational education as one of the four (4) tracks offered from Grade 11 to Grade 12. Specifically, the Technical-Vocational-Livelihood (TVL) track has gained traction as the shift from content-based to outcome-based learning has becomes a tagline in most, if not all, schools in the country. The TVL track provides students with subjects focused on job-ready skills. It offers practical knowledge and exposure for students to earn National Certificates (NCs) to help them land their desired job after they graduate from Senior High School (SHS). Not many have expressed interest in pursuing a technology-vocational-livelihood track in Senior High School. This is partly because little has been written and advertised about the benefits and potential opportunities this program offers.  

Thus, this study contributes to baseline data on the employment index and its implications for skills development training. Limited local literature on the competitiveness and employability of technical and vocational education graduates is one reason why so few are pursuing the technological-vocational-livelihood track in Senior High School as their priority. Caballero & Cabahug (2015) recommended in their study that a thorough assessment of the functionalities of facilities and equipment needed for each sub-strand of the TVL Home Economics strand should be provided by stakeholders before implementation. This program will ensure the readiness of the school to offer such a strand by the academic year 2016.  

1.1 Purpose of the Study  

The purpose of this study is to present the result of the pilot study of the Electro Mechanic program of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. This was the SHS pilot class that initiated the Senior High School (SHS) Technological-Vocational Livelihood track under the K+12 program before it started its full implementation in the academic year in June 2016. 

Statement of the Problem:

This study aims to present the pilot study implementation of the hybrid model of the collaborative Technical Vocational Livelihood (TVL) program in a private school in Cebu City, Philippines.

Specifically, it aims to answer the following questions: 

• What is the Senior High School (SHS) track offered?
• How many students are enrolled in each track, and how many completed it?
• Where do these students go after graduating from SHS? 
• What is the effect of the hybrid model of the collaborative TVL program? 

1.2 Technical and Vocational Education in the Philippines  

The Philippine educational system is classified according to the three specific levels of education handled by different government agencies. The Department of Education (DepEd) runs basic education from Kindergarten until Senior High School (Grade 12). The Technical Education and Skills Development Authority (TESDA) handles post-secondary technical and vocational education and training, while the Commission on Higher Education (CHED) handles higher education.  

The government agency mandated to supervise technical education in the Philippines is the Technical Education and Skills Development Authority (TESDA). TESDA uses competency assessment and certification as both the means and the end of competency and skills development. TESDA’s vision is to be the leading partner in developing the Filipino workforce with world-class competence and positive work values. In the performance of its mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training Centers, 822 enterprises providing leadership and apprenticeship programs, and 126 TESDA Technology Institutions. The Technical Vocational Institutions employ more than 23,000 Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications (TESDA 2010, 1).  

Technical and Vocational Education Training (TVET) in the Philippines is handled by the Technical Education and Skills Development Authority (TESDA). This government agency manages and supervises technical education and skills development (TESD) in the Philippines. It was created under Republic Act 7796, otherwise known as the Technical Education and Skills Development Act of 1994, which integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS), and the Office of Apprenticeship of the Department of Labor and Employment (DOLE) (TESDA n.d. [a]).  

Because of the need to provide equitable access and provision of TESD programs to the growing number of TVET clients, TESDA continues to undertake direct training provisions. There are four training modalities: school-based, center-based, enterprised-based, and community-based. These are aligned with TESDA’s infrastructure – 57 TESDA administered schools, 60 training centers, enterprise-based training through DTS/apprenticeship, and community-based training in convergence with the LGUs. There are four types of program delivery: School-Based Programs, Center-Based Programs, Community Based Programs, and Enterprise Based Programs. Overall, TESDA formulates workforce and skills plans, sets appropriate skills standards and tests, coordinates and monitors human resources policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in private and public sectors (TESDA n.d. [b]).  

In 2014, TESDA reported that technical vocation (tech-VOC) had soared to new heights. The number of graduates increased tremendously and demand for skilled workers brought tech-voc graduates to a record peak. During the administration of President Benigno Aquino III from July 2010 up to June 2014, tech-voc graduates reached 6,281,328, according to records of the Technical Education and Skills Development Authority (TESDA). TESDA data further revealed that from January 1986 to June 2014, there were 21,700,308 tech-voc graduates in the country (TESDA n.d. [c]). 

2. Collaborative Senior High School TechVoc Program   

During the academic year 2012-2013, the Basic Education Department (BED) of the University of San Carlos (USC) piloted the first Senior High School (SHS) program in the region. By the time the first cohort of the Senior High School takers start to enroll in their chosen SHS track and strand, the USC BED has already produced graduates of the pilot special hybrid collaborative Technical Vocational Livelihood (TVL) program. 

The Basic Education Department of the University of San Carlos pioneered implementing the Senior High School program by offering the Hotel and Restaurant Services (SHS) and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. These classes initiated the senior high school program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, the collaboration between the University of San Carlos (USC), Basic Education Department (BED), and the Center for Industrial and Technical Enterprise (CITE) was established with the goal of providing immediate employment to the graduates under the pilot study. The collaboration was based on the expertise of the two institutions of learning, wherein the University of San Carlos Basic Education Department hosted the general education subjects. At the same time, the Center for Industrial and Technical Enterprise delivered the technically oriented topics. The inclusion of the students’ in-plant or the on-the-job training program paved the way to broadened industry exposure. 

This model draws its curriculum design from the Outcomes-Based Education (OBE) model framework that highlights competency-based training to produce graduates who can effectively demonstrate their factual knowledge and 21st-century skills in future workstations. In this model, students assume responsibility for learning as they are engaged in industry immersion through On the Job Training (OJT), which is geared towards the development of the necessary work skills. 

In order to prepare both the teachers and the students for SHS implementation, USC BED initiated several activities to ensure the proper execution of the program. The three core activities are: the SHS student portfolio used for student assessment as the basis in guiding them on which tracks to choose, the conduct of the SHS Students’ Summit, Parents’ Summit, and Teachers’ Summit to disseminate the SHS policies, curriculum and learning outcomes. 

2.1 The Hybrid Model of the Collaborative Senior High School TechVoc Program  

In 2011, the Department of Education made the historic shift in implementation from the 10-year basic education curriculum to the Kinder to 12 Program (K-12) phases. The additional two-year Senior High Track aims to prepare graduates for their chosen path with the requisite knowledge and skills – be it higher education, employment, or entrepreneurship. The extra two years of specialist upper secondary education allow students to choose a specialization based on their aptitude, interest, and capability. Compared to the academic track, the Technical-Vocational-Livelihood track is almost always the last choice in most surveys. Ultimately Grade 12 graduates make a choice after graduation: tertiary education, middle-level skills development, employment, or entrepreneurship. It is in this context that the Hybrid Senior High School TechVoc Program model is anchored. Its collaborative nature has allowed the sharing of expertise that can lead to the intended learning outcomes, thus making the graduates employable.  

The hybrid model of the Collaborative Senior High School (SHS) Technological Vocational Livelihood (TVL) Program pioneered the competency-based training of a private academic institution in Cebu City, Philippines, thus initiating the school-industry partnership. The nature of the collaboration highlights the critical contributions of both academia and industry. The collaboration was based on the expertise of the two learning institutions – the University of San Carlos Basic Education Department hosted the General Education subjects and the Center for Industrial and Technical Enterprise delivered technically oriented courses. The inclusion of in-plant or the on-the-job training program paved the way to broadened industry exposure. The school provided general education courses while the industry provided competency training. The curriculum centered on competency development vis-à-vis academic preparation for competent and skilful graduate employability. The collaborative nature of this program and the sharing of expertise and resources among stakeholders became the unique feature of this model, vital to the program’s feasibility and effectiveness.  

The SHS Collaborative program pioneered the hybrid model of the school-industry partnership. Moreover, the Senior High School (SHS) Students’ Summit and Parents’ Summit initiated by USC BED became a benchmark for other schools to emulate. As a result, USC BED shared the idea of organizing their summit with the resource speakers’ assistance (the writers of this article). These resource speakers were also invited to other schools to facilitate their own SHS summit. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholders’ awareness of embracing the challenges of educational reform. The program leads to improved quality education in the country through graduate employability. 

3. Methodology  

The study used the mixed method type of research design, with quantitative and qualitative research procedures to collect and analyze the pilot of the hybrid collaborative Senior High School program. Quantitative data was drawn from respondents’ profiles in terms of gender and Senior High School (SHS) track, the number of enrollees and graduates were analyzed using descriptive statistics. Qualitative data, was based on semi-structured personal interviews and a survey (questionnaire) supplemented by focus group discussion to elicit students’ feedback regarding their SHS TechVoc program. Data was collected from all 33 students enrolled from the two TechVoc Senior High School tracks. It examined the implementation of the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These were the pilot classes that initiated the Senior High School Program in the country before its full implementation in the academic calendar in June 2016.  

The research participants were two groups of the first Senior High batch on the TechVoc track, namely: the Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD). These were the only two groups of the initial Senior High School enrollees on the Technological and Vocational track, as the majority of students are enrolled in the academic track. 

4. Results and Discussion   

There were two strands of the TechVoc track that were offered, namely: Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by Banilad Center for Professional Development (BCPD). The former is an all-male school while the latter caters to female students.  

Table 1. TVL Strands and Enrollees   

Table 1 shows the number of students who enrolled in the two TVL programs. There were 15 electro-mechanic students who all graduated, except for one (who withdrew). All of the female students who enrolled in Hotel and Restaurant Services graduated after the TechVoc SHS program. The students who were enrolled in the Electro Mechanic Course (EMC) at the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD) were able to graduate at the expected time.  duate at the expected time.  

Table 2.  Deployment after Graduation  

After the two-year pilot implementation of the tech-voc SHS program, all students enrolled in the program, except for one who withdrew. All of these students actually received their respective National Certificates (NC I and NC II) before graduation. As a result, 11 (73%) of the Electro Mechanic students were directly employed after SHS graduation and 16 (89%) from the Hotel Restaurant and Services. All those who graduated have developed technical skills through competency-based training and on-the-job training. After graduation, most of these students were immediately employed by the companies who had provided them with on-the-job training. The workplace-ready students were even offered jobs before they graduated, which implies that their in-plant experience had been crucial in developing competencies needed in the workplace. Their training proved relevant and helpful in securing offers of work after graduation. The program shows that competency-based training through the collaborative SHS model can help to bridge the gap between academic institutions and industry. This is proven in the students who were employed after the graduation. Arayata’s article (2017) cites from an ADB study from 2012 when she notes that “it takes about six months to one year for TVET graduates to land a job, compared to three years for high school graduates to get their first job, and one to two years for college graduates to penetrate the job market”. In this study, all the graduates of the tech-voc Senior High School program’s hybrid collaborative model were immediately employed, apart from those who proceeded to college. This proves that the hybrid collaborative TVL model has many positive benefits: competency building, work ethics, and graduates’ immediate employability (Arayata 2017).  

4.1 Effect of the hybrid model of the collaborative TVL program  

The hybrid collaborative Senior High School TVL program proved that the sharing of expertise among schools and the industry can create an encouraging effect as all the graduates are employed after graduation.  This is in biew of the fact that the comptenecy-based training and the blended curriculum and delivery of instruction provided the students the needed skills and competencies that make them highly employable.  The curriculum provided a combination of core subjects required for all SHS strands and sepcialized hands-on courses that meet the standard competency-based assessment of Technical Educational and Skills Development Authority (TESDA).  Students in this strand undergo and passed the TESDA assessemnt for National Certifications (NCs) that increased their employability after graduating in their Senior High School.  They can also pursue degree courses in college reated to their SHS track.

5. Conclusion  

The implementation of the collaborative Senior High School program between the University of San Carlos and the Center for Industrial and technological Enterprise has been effective in providing varied stakeholders with the evidence that competency-based training is what works best for both academic institutions and industry. The program’s objective is based on the employability of the students who are enrolled in the program. The collaborative Senior High School pilot study adheres to the aim of employment generation as championed by the Philippine government. The collaboration was forged between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise with the aim of providing immediate employment to the graduates under the pilot study. The hybrid model of the collaborative TVL program proved to be effective in developing the competencies needed in the workplace, as the students enrolled in the program were subsequently hired by the companies where they had their on-the-job training. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholder awareness to embrace the challenges of educational reform. The program leads to improved quality of education in the country through the graduates’ employability. 

6. Recommendations  

In light of the study’s findings, the following recommendations are proposed to achieve a seamless implementation of this competency-based Senior High School program. 

• It is recommended that the Hybrid program of the Senior High School be explored by the Department of Education vis-à-vis other private and state-run universities. 
• It is suggested that the challenge of “buy-in” in the context of competency-based programs be granted more focus by the government to facilitate a well-balanced perspective of ongoing educational reform in the Philippines. 
• It is recommended that the mastery of essential competencies as one of the K-12 program’s core objectives be provided with a clear blueprint across all of the different levels of the educational system. 
• It is recommended that a bi-annual consultative meeting be arranged for students, teachers, administrators, parents, and industry partners to share best practices and create action plans for more relevant and productive school and industry partnerships. 
• For stakeholders, this hybrid collaborative Senior High Program can be redesigned, based on available expertise and resources, and callibrated to make it more useful, effective and relevant. 

References  

Alhasan, N.U & Abdallahi, T. (2013). Revitalizing technical vocational education and training (TVET) for youth empowerment and sustainable development. In: Journal of Educational and Social Research, 3(4). 

Angles, E. & Lindemann, H. J. (2019). The dual model of vocational training in Peru. In: TVET@Asia, issue 13, 1-16. Online: https://tvet-online.asia/wp-content/uploads/2020/03/Lindemann_et_al.pdf (retrieved 30.06.2019). 

Arayata, M. C. (2017). Tech-voc training a good investment: TESDA. In: Philippine News Agency. Online: https://www.pna.gov.ph/articles/1018449 (retrieved 30.06.2019).  

Caballero, F. R. & Cabahug, R. (2015). The K to 12 Senior High School Technical–Vocational Livelihood Track is Not All Ready for Implementation. In: JPAIR Institutional Research, 5(1). 

Che Rus, R., Yasin, R. M., & Rasul, M. R. (2014). From zero to hero: Becoming an employable knowledge worker (k-worker) in Malaysia. In: TVET@Asia, issue 3, 1-16. Online: https://tvet-online.asia/wp-content/uploads/2020/03/che-rus_etal_tvet3.pdf (retrieved 30.06.2014).  

Okwelle, P. & Deebom, T. M. (2017). Technical Vocational Education and Training as a Tool for Sustainable Empowerment of Youths in Niger Delta, Nigeria. In: International Journal of Innovative Social & Science Education Research, 5(1), 29-38. 

Okwelle, P. (2013). Appraisal of the Theoretical Models of Psychomotor Skills and Applications to Technical Vocational Education and Training (TVET) System in Nigeria. In: Journal of Research and Development, 1(6), 25-35. 

Ratnata, I. W. (2013). Enhancing the image and attractiveness of TVET. In: TVET@Asia, issue 1, 1-13. Online https://tvet-online.asia/wp-content/uploads/2020/03/ratnata_tvet1.pdf (retrieved 30.05.2013).  

Technical Education and Skills Development Authority (TESDA). (2010). The Philippine TVET Trainers -Assessors Qualification Framework. Manila: TESDA.  

Technical Education and Skills Development Authority (TESDA). (n.d. [a]). Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/11 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [b]). Technical education and skills development. Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/10 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [c]). Online: http://www.tesda.gov.ph/News/Details/1436 (retrieved 26.08.2012). 

UNESCO. (2015). Proposal for the revision of the 2001 Revised Recommendation concerning Technical and Vocational Education. In: General Conference, 38th, 2015. Paris: UNESCO.  

CITATION: 

Jaca, C. A. & Javines Jr., F. B. (2022). Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines. In: TVET@Asia, issue 18, 1-12. Online: https://tvet-online.asia/issue/18/hybrid-collaborative-model-of-technical-vocational-livelihood-tvl-track-in-senior-high-school-in-the-philippines / (retrieved 31.07.2021).

University of San Carlos in Cebu City

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Top 100 Research Topics & Titles about Food & TVL

When you look for a good research paper topic, you can easily become the severest critic of any proposed idea. Some topics do not interest you at the very least, while others might shock your teachers. Where is the golden mean?

Our specialists will write a custom essay specially for you!

Check out this list of top 100 research paper questions and you will definitely find among them a captivating and inspiring idea for you. And remember to ask your friends to review your paper or proofread it by Grammarly.

⚒️ Practical Topics for TVL Students

• 🍲 60 TVL Topics on Food & Design
• 🌳 Good Topics Do Not Grow on Trees
• ⚡ Topics to Grab Everyone’s Attention
• 🔍 References

If you think that going to college is a waste of time, then you’re in the right place! Here you can start your TVL journey without any effort!

TVL is a technical-vocational livelihood. Here, you can find the best quantitative research topics for TVL students possible. With the help of the TVL track, you can start working and earning just after graduating high school. Let’s see how it is possible.

For example, most students finishing college don’t even know how to apply all the knowledge they gained over three to five years of studying. Some of them don’t also remember topics for practical research papers they wrote…

It creates a problem of too many graduates without practical skills. It takes them years of unpaid internships to finally start meeting the employers’ requirements. Then (maybe) they can begin earning the minimum wage. Later on, they find themselves stuck on the job they don’t like, “waiting for something better.”

Just in 1 hour! We will write you a plagiarism-free paper in hardly more than 1 hour

But there is another option! And if you’re reading this, you decided to choose a TVL track! Dive deep and pick up a research topic about TVL strand to start your journey. It will provide you with real skills that are 100% relevant at all times! You can go for using a topic maker , too. Not a bad option.

Working on practical qualitative research topics for TVL students is the first step. You can find a list of interesting research titles about TVL strand below.

🍲 60 TVL Research Topics on Food & Design

• Dressmaking: the development of wedding dress models
• What are the most popular techniques of drafting in dressmaking?
• The most efficient pattern-making methods in dressmaking
• Fashion designers that changed the dressmaking forever
• Where do tailors and dressmakers seek for inspiration?
• How is computer modeling applied in the dressmaking process?
• The process of creating corsets that fit: a historical analysis
• The newest technologies in dressmaking: equipment you can’t miss
• The best methods of organizing working space to make dressmaking more efficient
• The development of the sewing machines up to modern times
• How does it fit and everything about sewing patterns?
• How have indie designers changed the fashion industry?
• The most common issues with the incorrectly chosen fabric
• The tricks to check the quality of the fabric and pick the best one
• Dressmaking as a creating culture: interviewing fashion designers

• Aerodynamics issues: designing a perfect Formula One racing car
• Car engineering: how is mileage improved in hybrid cars?
• What are the safest types of airbags in cars?
• Creating a robot car: what technologies are used?
• How to optimize the solar car: overcoming limitations?
• Modern cars and the benefits of automatic transmission
• How would hypercars improve the transportation experience?
• Challenges autonomous cars need to overcome
• What is the role of car engineers during the creation of autonomous cars?
• Car engineering: the future of using cryogenic fuels in cars
• Hydraulic linkages in the concept of the hy-wire cars
• Fuel cell system issues in the hy-wire cars: analyzing hydrogen properties
• Can air-powered cars be a solution for a zero-pollution future?
• Car designing: the role of rearward bias and its connection to aerodynamics
• The development of steam cars: a historical analysis
• How can you make crops immune to diseases?
• Agriculture: the aspects that affect the health of crops
• How does temperature affect the irrigation levels?
• The role GMO in agriculture: a case study of the US fields
• Possible ways to apply artificial intelligence in agriculture
• How do farmers use apps to foresee pest infections?
• Why should farmers keep an eye on export and import details?
• The methods of defining your prices: tracking the crops ratios
• What are the latest improvements in the gestational crates?
• The US regulations regarding the chemicals and pesticides
• Why should farmers be informed about all the changes in the policies?
• The methods of managing and adjusting the livestock population
• Is it better to start an organic farm rather than a conventional plane farming?
• The size matters: the reasons why new generations prefer smaller farms
• Why has hemp become such a popular crop recently?
• Fitting crops to the region: saving water and increasing profits
• How can optimizing tillage reduce the water use for farmers?
• What are the benefits of indoor vertical farming?
• Can covered crops help with controlling weeds?
• Analyzing sustainability of the crops: soil conservation
• Cookery: the benefits of pea protein over whey protein
• Younger generation stops drinking: the future of alcohol
• The rise of fast-food breakfast: overviewing the trends
• The impact of Italian cuisine on American food culture
• Why has intermittent fasting become so popular recently?
• Charcuterie as a part of the daily diet: pros and cons
• The development of a ghost kitchen concept: a case study of the US
• Why is being a flexitarian better than vegetarian?
• Low-sugar vs. stevia: contrast and compare the dietary benefits
• Adaptogens in everyday food: how takeaway can reduce your stress levels?

🌳 Good Research Paper Topics Do Not Grow on Trees

Surely, it is easier to find a good research paper topic, than to think of one from scratch. However, it might not be that easy to find topics – truly good research questions do not grow on trees. So don’t miss this opportunity and choose your topic from these great ideas (or ask us for professional writing help -all you have to do is just send a message):

• Are cell phones bad for your health?
• Is homosexuality genetic?
• Advertising : information vs. manipulation.
• Should businesses be ethical ?
• Is it possible to replace animal testing with other types of testing ?
• How to throw away our “throw-away” lifestyles?
• Should developed countries help Africa?
• Who is to blame for the European debt crisis ?
• Is the arms race over now?
• Is China a new superpower?
• Should students receive salaries during their studies?
• Can standard tests measure something meaningful, apart from students’ short-term memory?
• Does access to condoms in high schools encourage teen sex?
• Are social networks good or bad for teens?
• Does Internet need censorship?
• Is there a glass ceiling in today’s society ?
• Should prostitutes have their own labor unions?
• Is it possible to eliminate the black market?
• What is the solution to the problem of human trafficking ?
• Online banking : pros and cons.

⚡ Good Topics for Research Papers to Grab Everyone’s Attention

Do you want to grab everyone’s attention? Discover even more good research paper questions below:

• Are fast-food restaurants or fast food eaters to blame for obesity ?
• Is food labeling effective in controlling one’s calorie intake?
• Should parents punish their children for disobedience?
• Should spanking be outlawed?
• Isn’t the gap year between high school and college a waste of time?
• Has the “ American dream ” changed over the last decades?
• Can religious beliefs justify terrorism?
• Do people need a single world religion?
• Can racial profiling be useful?
• Islamophobia after 9/11.
• Emotional difficulties and eating disorders .
• Ways to encourage organ donation .
• Should mothers of Siamese twins have an abortion?
• The problem of personal identity in twins.
• Does their parents’ divorce have long-term consequences for children?
• Gender roles or gender stereotypes : where is the line?
• Is too much competition harmful to students?
• Do men need protection against feminists?
• What should be done about noise pollution ?
• Should people study body language ?

Impress your teachers by using any of these fresh and truly good research project ideas. Writing good research papers does not need to be difficult. Now that you have a brilliant idea, you are halfway to your stunning success.

Receive a plagiarism-free paper tailored to your instructions. Cut 20% off your first order!

Learn more on this topic:

• 280 Good Nursing Research Topics & Questions
• 226 Research Topics on Criminal Justice & Criminology
• 204 Research Topics on Technology & Computer Science
• 178 Best Research Titles about Cookery & Food
• 497 Interesting History Topics to Research
• 180 Best Education Research Topics & Ideas
• 110+ Micro- & Macroeconomics Research Topics
• 417 Business Research Topics for ABM Students
• 190+ Research Topics on Psychology & Communication
• 512 Research Topics on HumSS
• 281 Best Health & Medical Research Topics
• 501 Research Questions & Titles about Science
• A List of Research Topics for Students. Unique and Interesting

🔗 References

• Education Research Highlights
• Research Topics from Dartmouth College
• Learning Practical Research Skills Using An Academic Paper Framework – An Innovative, Integrated Approach (ScienceDirect)
• Practical Research and Evaluation: SAGE
• A Background for Practical Research: JSTOR
• Learning cooking skills at different ages: a cross-sectional study (BMC)
• Adolescents’ cooking skills strongly predict future nutritional well-being: ScienceDaily
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Philpad » Education » Top 5 TVL Strands and Courses in the Philippines in 2024

Top 5 TVL Strands and Courses in the Philippines in 2024

Here are the top 5 Technical Vocational Livelihood (TVL) track strands to take after senior high school. TVL courses will prep anyone to apply for a job even if they have not graduated college yet.

If you are a student between Grades 9 to 10 and want to broaden your technical skills and extend your educational horizon, these TVL strands can boost your resume to a higher level.

Successful TVL training can power up your expertise because the courses under the TVL track strictly adhere to TESDA standards. Thus, you will receive certifications such as Certificate of Competency (COC) and National Certification (NC).

After all, nobody can take your achievements away from you.

Table of Contents:

What is a Technical Vocational Livelihood Track?

Technical Vocational Livelihood (TVL) track is a specialized education course developed by the Department of Education to strengthen and improve the skills of Senior High School students before their chosen career path. Completion and certification of TVL courses can help students achieve eligible credentials for local and overseas job qualifications.

Benefits of TVL Strands for Senior High School Students

• Equip students for employment
• Enhance knowledge and skills
• Recognized pre-requisites
• Receive Certificate of Competency (COC)
• Accept National Certification (NC)

Top 5 Technical Vocational Livelihood (TVL) Strands for Senior High School in the Philippines

1. information and communications technology (ict).

ICT is the top TVL strand taken by passionate students about computer science and information technology. The vocational courses under ICT will enhance your techy talents and teach you about web development, computer programming, animation, and modern telecom systems. The IT sector also has the highest-paying jobs among other industries.

What are the subjects under the TVL ICT strand?

• Animation (NC II)
• Broadband Installation – Fixed Wireless Systems (NC II)
• Computer Programming (.net) (NC III)
• Computer Programming – Java (NC III)
• Computer Programming – Oracle Database (NC III)
• Computer Systems Servicing (NC II)
• Contact Center Services (NC II)
• Illustration (NC II)
• Medical Transcription (NC II)
• Technical Drafting (NC II)
• Telecom OSP and Subscriber Line Installation – Copper Cable/POTS and DSL (NC II)
• Telecom OSP Installation – Fiber Optic Cable (NC II)

What jobs can you apply for when you complete a TVL ICT strand?

If you’re not yet ready for a college degree, having some certificates from your Technical Vocational Livelihood ICT strand can help you land some jobs such as data encoder, customer support assistant, web designer, telco crew, graphic designer, and call center agent, virtual assistant, and IT sales representative.

What are the college courses related to ICT Strand?

• BS Computer Science
• BS Information Technology
• BS Information Systems
• BS Computer Engineering

When you graduate with a degree in Information and Communications Technology, more career opportunities will be opened for you. You can work as a professional – as a software engineer, systems software developer, data analyst, game developer, computer programmer, quality assurance specialist, network administrator, web developer, and data scientist.

2. Industrial Arts Strand

Industrial Arts is another excellent TVL strand for senior high school students interested in developing their technical skills associated with the industry sector. The training and specializations under this strand are advantageous, especially for those seeking “ skilled jobs ” abroad. Industrial Arts produce numerous in-demand hiring jobs here and overseas.

What are the subjects under the TVL Industrial Arts strand?

• Automotive Servicing (NC I and NC II)
• Carpentry (NC II and NC III)
• Construction Painting (NC II)
• Domestic Refrigeration and Air-conditioning Servicing (NC II)
• Driving (NC II)
• Electrical Installation and Maintenance (NC II)
• Electric Power Distribution Line Construction (NC II)
• Electronic Products Assembly and Servicing (NC II)
• Furniture Making and Finishing (NC II)
• Instrumentation and Control Servicing (NC II)
• Gas Metal Arc Welding (NC II)
• Gas Tungsten Arc Welding (NC II)
• Machining (NC I and NC II)
• Masonry (NC II)
• Mechatronics Servicing (NC II)
• Motorcycle/Small Engine Servicing (NC II)
• Plumbing (NC I and NC II)
• Refrigeration and Air-conditioning (Packaged Air-conditioning Unit/Commercial Refrigeration Equipment Servicing) NC III
• Shielded Metal Arc Welding (NC I and NC II)
• Tile Setting (NC II)
• Transmission Line Installation and Maintenance (NC II)

What jobs can you apply for when you complete a TVL Industrial Arts strand?

Your certificates from the Industrial Arts training can be valuable credentials when applying for skilled jobs here and abroad. Many wealthy countries always hire skilled workers such as construction workers, painters, welders, plumbers, linemen, masons, machine operators, drivers, upholsterers, carpenters, and foremen.

What are the college courses related to Industrial Arts Strand?

• BS Industrial Technology
• BS Industrial Engineering
• BS Electrical Engineering
• BS Mechanical Engineering

The technical vocational livelihood courses can prepare you as you move forward for your bachelor’s degree. After college, you can join the workforce and become a design engineer, systems analyst, operations research analyst, planning engineer, productivity consultant, quality engineer, and licensed engineer of your expertise.

3. Home Economics

The home economics TVL strand is focused on livelihood development. Suppose you want to expand your knowledge and abilities in food service, hospitality management, wellness, tourism, clothing, and textile. In that case, you can take up some of the specializations under the home economics strand.

What are the subjects under the TVL Home Economics strand?

• Attractions and Theme Parks (NC II)
• Barbering (NC II)
• Bartending (NC II)
• Beauty/Nail Care (NC II)
• Bread and Pastry Production (NC II)
• Caregiving (NC II)
• Commercial Cooking (NC III)
• Cookery (NC II)
• Dressmaking (NC II)
• Events Management Services (NC III)
• Fashion Design (Apparel) NC III
• Food and Beverage Services (NC II)
• Front Office Services (NC II)
• Hairdressing (NC II and NC III)
• Handicraft (Basketry, Macrame) – Non-NC
• Handicraft (Fashion Accessories, Paper Craft) – Non-NC
• Handicraft (Needlecraft) – Non-NC
• Handicraft (Woodcraft, Leathercraft) – Non-NC
• Housekeeping (NC II)
• Local Guiding Services (NC II)
• Tailoring (NC II)
• Tourism Promotion Services (NC II)
• Travel Services (NC II)
• Wellness Massage (NC II)

What jobs can you apply for when you complete a TVL Home Economics strand?

Thousands of job opportunities await you in the hotel and restaurant business, fitness and wellness, fashion industry, travel, and leisure sectors. If you have a strong interest in your specialization, you can build your own business from scratch and grow your own company.

What are the college courses related to Home Economics Strand?

• BS Tourism Management
• BS Hotel and Restaurant Management
• BS Hospitality Management Major in Culinary Entrepreneurship
• Bachelor of Arts in Fashion and Merchandising

The TVL track strand for home economics can train you to pursue college level. You can make your dreams come true of becoming an executive chef or opening your own restaurant. Perhaps, you can start your own hotel chain or the next Starbucks someday.

4. Agri-Fishery Arts Strand

Agri-Fishery Arts is a technical vocational livelihood strand for senior high school students who want to focus on agriculture and aquaculture. If you want to expand your knowledge and skills about fisheries, forestry, crops, and field production, consider taking some of the Agri-fishery training on your TVL track.

What are the subjects under the TVL Agri-Fishery Arts strand?

• Agricultural Crops Production (NC I, NC II, NC III)
• Animal Health Care Management (NC III)
• Animal Production (Poultry-Chicken) NC II
• Animal Production (Ruminants) NC II
• Animal Production (Swine) NC II
• Aquaculture (NC II)
• Artificial Insemination (Ruminants) NC II
• Artificial Insemination (Swine) NC II
• Fish Capture (NC II)
• Fishing Gear Repair and Maintenance (NC III)
• Fish-Products Packaging (NC II)
• Fish Wharf Operation (NC I)
• Food Processing (NC II)
• Horticulture (NC III)
• Landscape Installation and Maintenance (NC II)
• Organic Agriculture (NC II)
• Pest Management (NC II)
• Rice Machinery Operation (NC II)
• Rubber Processing (NC II)
• Rubber Production (NC II)
• Slaughtering Operations (NC II)

What jobs can you apply for when you complete a TVL Agri-Fishery Arts strand?

When you earn some National Certifications (NC) from the Agri-Fishery courses, you will acquire some qualified skills in the food production and agriculture industry. You can also apply for jobs abroad hiring farmers, fruit-pickers, meat processing assistants, butchers, poultry workers, and livestock manager trainees.

What are the college courses related to Agri-Fishery Strand?

• BS Agricultural Engineering
• BS Agriculture Major in Animal Science
• BS Agricultural and Biosystems Engineering
• BS Fisheries and Aquatic Resources

The training under the Agri-Fishery Arts will prep you to be more proficient as you level up your education in college. Your professional schooling will open more doors for outstanding careers such as science research specialist, farm consultant, meat inspector, animal quarantine officer, livestock entrepreneur, farm manager, academician, or CEO of a food processing firm.

5. TVL Maritime Strand

Maritime is a TVL strand for students who are passionate about marine transportation and navigation technology. If you aspire to become a seaman, marine expert, or cruise ship officer someday, take up some of the maritime technical-vocational livelihood courses as part of your curriculum map.

What are the subjects under the TVL Maritime strand?

• Navigational Watch 1, 2, and 3
• Engine Watch 1 and 2
• Safety 1 and 2
• Ship’s Catering Services (NC I)

What jobs can you apply for when you complete a TVL Maritime strand?

The maritime industry offers various entry-level positions for applicants with a certificate of competency. Work positions, including deck watchkeeper, cruise ship service crew, housekeeping staff, food attendant, plumber, engine utility man, motorman, and oiler, are hired by cruise ship companies worldwide.

What are the college courses related to TVL Maritime Strand?

• Bachelor of Science in Marine Engineering
• Bachelor of Science in Marine Transportation
• Bachelor of Science in International Hospitality Management

Achieve a higher education maritime degree and accelerate your profession. You can become a chief engineer of a cruise ship, first officer of the deck department, cruise director, first officer of the navigation, staff captain, or the highest-ranking officer of the cruise ship, the captain.

FAQ About TVL Strands in the Philippines:

What is a tvl strand for high school in the philippines.

A TVL strand is a core subject on the Technical Vocational Livelihood track offered for senior-high-school students or students between Grades 9 to 12. Each strand is composed of specializations or vocational courses that can familiarize students with their chosen careers in the future or prep them for the specific college degree of their choice.

Is TVL a track or strand?

A TVL can be a track or a strand. The strand is part of the TVL (Technical Vocational Livelihood) track. Hence, the TVL track is made up of numerous strands.

What is the difference between TVL and TLE?

TVL stands for Technical-Vocational-Livelihood, while TLE refers to Technology and Livelihood Education. TVL and TLE are educational specializations in the K to 12 programs of the Department of Education. TLE and TVL tracks may be taken between Grades 9 to 12.

How to get TVL strand jobs?

When you achieve a certificate of competency, you can apply for jobs related to the TVL strand you have completed. For example, if you received your Cookery NC II certification under the Home Economics TVL strand, you can apply for a kitchen staff or assistant cook job.

Is TVL strand good for Seaman?

Yes, if you want to become a seaman in the future, you can take up the Maritime TVL strand because the specializations are related to marine navigation and engine watch. You will learn some concepts about marine navigation that will acquaint your cruise ship career and becoming a seaman someday.

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Gabriel Spencer

Gabriel has a degree in Computer Science and Information Technology. He works as a Software Engineer. He likes writing tech news, guides, and tips. He's a fan of Tesla and Elon Musk.

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