second edition monitoring of the philippine … · 2020. 9. 24. · iv monitoring of the philippine...

MONITORING OF THE PHILIPPINEDEPARTMENT OF EDUCATION’S

MODEL SENIOR HIGH SCHOOL PROGRAMSenior High School Modelling:

Moving Towards the New K to 12 Curriculum

SECOND EDITION

Philippine Copyright 2016Published by SEAMEO INNOTECHCommonwealth Ave., Diliman, Quezon City

ISBN 978-621-421-000-8

All Rights Reserved.No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without our permission of SEAMEO INNOTECH.

www.seameo-innotech.orgABLE OF

iMonitoring of the Philippine Department of Education’s Model Senior High School Program

CONTENTSTable of Contents iList of Tables iiiList of Figures vList of Acronyms viAcknowledgements ixExecutive Summary x

Introduction 1

Objectives of the Study 7

Method of Study 8

The SHS Curriculum 11Core Subjects 14Track Subjects 15

Academic Track 16Technical-Vocational-Livelihood Track 18Sports Track 19Arts and Design Track 20

General Trends 22Pre-implementation Experiences 23

Rationale 23Linkages 25Curriculum Development 26Capacity Development 27Certifications 28

Implementation Experiences 28Inputs 28Processes 32Output 34Challenges and Potentials 35

ii Monitoring of the Philippine Department of Education’s Model Senior High School Program

Recommendations (Moving Towards K to 12 Implementation) 39Guidelines/Policies 39Sources of Funds 43Capacity Building 46Linkages 46Curriculum Development 48SHS Program Management 50

Profiles of Model Senior High Schools 52San Pedro Relocation Center National High School 52Sangley Point National High School 62Bacolod City National High School 66Sum-ag National High School 73Doña Montserrat Lopez Memorial National High School 81Palo National High School 90Merida Vocational School 96

Annex 1: Duration of Pre-University Programs in Southeast Asia 105Annex 2: List of Key Informants 106

References 108

iiiMonitoring of the Philippine Department of Education’s Model Senior High School Program

Monitoring of the Philippine Department of Education’s Model Senior High School Program

LIST OF TABLES Table 1: General Profile of SHS Model Schools, SY 2012-2013 4

Table 2: SHS Model Schools Specializations 4

Table 3: List of SHS Model Schools Included in the Monitoring Study

10

Table 4: Proposed SHS Curriculum (2012) 11

Table 5: SHS Core Subjects 14

Table 6: Common Track Subjects 15

Table 7: Specialized Track Subjects (Academic Track - ABM Strand) 16

Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)

16

Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*) 17

Table 10: Specialized Track Subjects (Academic Track - STEM Strand) 17

Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood Track*)

18

Table 12: Specialized Track Subjects (Sports Track) 19

Table 13: Specialized Track Subjects (Arts and Design Track) 20

Table 14: Summary of Revised SHS Curriculum (2014) 21

Table 15: List of Selected Model SHS 22

Table 16: Curriculum for Senior High School, SY 2012-2013, SPRCNRHS 53




Table 20: Program Schedule for Grade 11, First Semester, BCNHS 67

Table 21: Program Schedule for Grade 11, Second Semester, BCNHS 67

Table 22: Program Schedule for Grade 12, First Semester, BCNHS 68

Table 23: Program Schedule for Grade 12, Second Semester, BCNHS 68

Table 24: Area of Specialization, BCNHS 68

Table 25: Curriculum Design – Senior High School, Grade 11, BCNHS 69

Table 26: Curriculum Design – Senior High School, Grade 12, BCNHS 70

Table 27: Proposed Curriculum Grade 11, SNHS 75

Table 28: Proposed Curriculum for Grade 12, SNHS 76

iv Monitoring of the Philippine Department of Education’s Model Senior High School Program

Table 29: SHS Area of Specialization, Description and Number of Hours, SNHS

76

Table 30: Additional Competencies Inputted by Industries, SNHS 77

Table 31: Class Program of Grade 11, DMLMNHS 82

Table 32: SHS Area of Specialization, Description & Number of Hours, DMLMNHS

83

Table 33: Additional Competencies Inputted by Industries, DMLMNHS 83

Table 34: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism, PNHS

91


91


92


92

Table 38: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT, PNHS

93


93


93


94

Table 42: Proposed Senior High School Curriculum, SY 2012-2013, MVS 97

Table 43: Proposed Senior High Curriculum, SY 2012-2013, MVS 97

Table 44: Proposed Senior High Class Schedule, SY 2013-2014, MVS 98






Table 50: Other Problems and Actions Taken by MVS 104

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LIST OF FIGURESFigure 1: DepEd’s Enhanced Basic Education Program 1

Figure 2: The K to 12 Graduate 2

Figure 3: Framework of Study 9

Figure 4: Revised Senior High School Curriculum (2014) 12

Figure 5: SHS Core and Track Subjects 13

Figure 6: SHS with Indigent/Very Poor Students 23

Figure 7: SHS with Working Students 24

Figure 8: SHS with Overaged Students 24

Figure 9: SHS Program Track 27

Figure 10: Learning Materials Used in SHS 31

Figure 11: Teaching-Learning Strategies Used in SHS 33

Figure 12: Type of Student Assessment Used in SHS 33

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LIST OF ACRONYMSABM Accountancy, Business, Management

ADM Alternative Delivery Mode

APEX Applied Academics for Excellence

BCNHS Bacolod City National High School

BESRA Basic Education Sector Reform Agenda

BPO Business Process Outsourcing

CHED Commission on Higher Education

CLIMBS Coop-Life Mutual Benefit Services Association

COA Commission on Audit

CSC Civil Service Commission

DepEd Department of Education

DMLMNHS Doña Montserrat Lopez Memorial National High School

DO DepEd Order

DOE Department of Energy

DOLE Department of Labor and Employment

Edukasyon 2Ps Edukasyon Pantulay Pangkabuhayan

EFA Education for All

EIM Electrical Installation and Maintenance

ERIO Educational Research and Innovation Office (SEAMEO INNOTECH)

EVSU Eastern Visayas State University

FBS Food and Beverage Service

FGDs Focus Group Discussions

GE General Education

HE Home Economics

HEIs Higher Education Institutions

HESS Humanities, Education, Social Sciences

HRM Hotel and Restaurant Management

viiMonitoring of the Philippine Department of Education’s Model Senior High School Program


ICOT-P Income-Creating Opportunities thru Technology Projects

ICT Information and Communications Technology

IETI International Electrical and Technical Institute

IRR Implementing Rules and Regulations

KASVs Knowledge, Attitude, Skills, and Values

KIIs Key Informant Interviews

LET Licensure Examination for Teachers

LGUs Local Government Units

LNU Leyte Normal University

LTLDPC Leyte Technology Livelihood Development Productivity Center

MAPEH Music, Arts, Physical Education, and Health

MBCCI Metro Bacolod Chamber of Commerce and Industries

MOA Memorandum of Agreement

MOOE Maintenance and Other Operating Expenses

MVS Merida Vocational School

NC National Certificate

NHS National High School

NORIA Negros Organic Rice Industry Association

NSSC Naval Sea System Command

NSTP National Service Training Program

OCCI Metro Ormoc Credit Cooperative, Inc.

OHSP Open High School Program

OISCA Organization for Industrial, Spiritual, and Cultural Advancement

OJT On-the-job Training

PCCI Philippine Call Center Institute

PD Presidential Decree

PE Physical Education

PEIs Private Educational Institutions

PESO Public Employment Service Office

viii Monitoring of the Philippine Department of Education’s Model Senior High School Program

PNHS Palo National High School

PNP Philippine National Police

PRC Professional Regulations Committee

Project EASE Project Effective Alternative Secondary Education

PUP Polytechnic University of the Philippines

RA Republic Act

RBEC Revised Basic Education Curriculum

RPL Recognition of Prior Learning

RSU Research Studies Unit

(SEAMEO INNOTECH, under ERIO)

SARDOs Students at Risk of Dropping Out

SBM School-Based Management

SEAMEO INNO-TECH

Southeast Asia Ministers of Education Organization Regional Center for Educational Innovation and Technology

SEAU Solutions Evaluation and Adaptation Unit (SEAMEO INNOTECH, under ERIO)

SHS Senior High School

SMAW Shielded Metal Arc Welding

SNHS Sum-ag National High School

SPRCNHS San Pedro Relocation Center National High School

STEM Science, Technology, Engineering, Mathematics

STVEP Strengthened TechVoc Education Program

TESDA Technical Education and Skills Development Authority

TechVoc Technical-Vocational

TLE Technology and Livelihood Education

TR Training Regulations

TVET Institutions Technical Vocational Educational Training Institutions

TVL Technical-Vocational-Livelihood

TWG Technical Working Groups

ixMonitoring of the Philippine Department of Education’s Model Senior High School Program


ACKNOWLEDGEMENTS

Our deepest gratitude goes to the Department of Education (DepEd), Bureau of Secondary Education under the former leadership of Dr. Lolita Andrada for providing the overall direction, context and expectations of DepEd about

the Senior High School Modelling Program.

The Center significantly extends its gratitude to the school principals, teachers, students, and parents of the seven SHS model schools included in this monitoring study for sharing their experiences, achievements and challenges during the first year of implementation.

This report was prepared under the general guidance of SEAMEO INNOTECH Center Director Ramon C. Bacani, and Educational Research and Innovation Office Manager Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team includes Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project Research Associate, and Rico Rose DC. Dilag, Program Assistant. Special thanks goes to Evelyn D. Juan for copy editing the report.

We salute all the SHS learners, especially including those who have successfully graduated from the program and now enjoying the fruits of their hardwork in their chosen careers.

Monitoring of the Philippine Department of Education’s Model Senior High School Programx Monitoring of the Philippine Department of Education’s Model Senior High School Program

EXECUTIVE SUMMARYIn early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the

Educational Research and Innovation Office (ERIO) of the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation

and Technology (SEAMEO INNOTECH)1 undertook a monitoring study to document the developments on the first year of implementation of the Senior High School (SHS) Modeling in selected SHS model schools in the country. The research study was funded through SEAMEO INNOTECH’s Educational Research and Innovation Fund as part of the Center’s set of program interventions to support the Department of Education (DepEd)’s need for sustained technical support in operationalizing the new K to 12 Basic Education Program.

The study aimed to generate knowledge drawn from the experiences of model schools that can serve as a good resource for refining the guidelines for the full implementation of SHS beginning SY 2016-2017. Specifically, the study aimed to 1) determine the pre-implementation considerations, and actual implementation needs and processes under the SHS Modeling; 2) identify strengths and innovations of the selected SHS model schools; 3) ascertain challenges and potentials for improvement; and 4) formulate policy recommendations based on the lessons learned by the selected SHS model schools.

Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted with school heads, teachers and SHS students to obtain relevant information on the SHS Modeling. Included in the monitoring study are four general public high schools, namely, 1) Sangley Point National High School (NHS) in Cavite City, Cavite; 2) Bacolod City NHS; 3) Sum-ag NHS in Bacolod City, Negros Occidental; and 4) Palo NHS in Palo, Leyte; and three public technical-vocational (TechVoc) high schools, namely, 5) San Pedro Relocation Center NHS in San Pedro, Laguna; 6) Doña Montserrat Lopez Memorial NHS in Silay City, Negros Occidental; and 7) Merida Vocational School in Merida, Leyte.

The study also utilized data generated from a survey administered by the Research Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to March 2013, was part of a research project that aimed to generate case studies of Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that would allow for deeper understanding of the implementation of appropriate and effective ADMs for the SHS stage of the K to 12 program.

A review of related literature was also conducted to provide contextual background to the study.

1 SEAMEO INNOTECH is one of the three SEAMEO regional centers hosted by the Government of the Philip-pines (GOP).

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General FindingsThe general findings of the monitoring study paid attention to pre-implementation and implementation experiences of the seven SHS model schools. Challenges and recommendations were likewise drawn from the experiences of the schools in SHS Modeling.

Pre-Implementation Experiences

Based on the data obtained from the KIIs and FGDs conducted, the seven schools engaged in SHS Modeling to contribute to achieving Education for All (EFA). Particularly, the schools aim to provide poor, working, and mostly overaged students greater access to senior high school education while they are unable to enroll in college. These schools also envisioned to strengthen the employability of the SHS students through the provision of quality education.

Initially, the SHS model schools consulted the academe, labor-related government agencies, industry partners, and local government units (LGUs) in preparation for the SHS Modeling implementation. They sought technical support from DepEd – from the central office down to the division level, the Commission on Higher Education (CHED), and Higher Education Institutions (HEIs) to determine the specialization that they could engage in and to help develop their curriculum and other academic requirements.

On the other hand, the Department of Labor and Employment (DOLE), Technical Education and Skills Development Authority (TESDA), and the industry partners oriented them on labor market, the career pathways that they could offer and focus on, and the training, capacity building, and certification requirements to strengthen the employability of SHS students. For example, TechVoc schools usually provided National Certificate (NC) I for junior high school and NC II for senior high school which can be obtained by passing the assessment tests administered by TESDA.

At the same time, the SHS model schools met with either provincial or city/municipal LGUs recognizing their key role as links to the industries as well as for the financial and logistical support they can provide to help sustain the SHS implementation.

Partnerships of the SHS model schools with industries depended on the type of specialization that they engage in. The specialization offered by the schools depended on various considerations such as the type of industries and economic/business activities that are prevalent in their area, the type of jobs that the industries require, and the capacity of the school itself to undertake such career pathway offering.

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Partnerships with industries were formalized through a Memorandum of Agreement (MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives of SHS Modeling, and the roles and responsibilities of each party related to the implementation of SHS Modeling.

The school heads and teachers were oriented and trained on the K to 12 Program and SHS Modeling. Most of the teachers were either holders of a Master’s degree or had completed a number of Master’s degree units. In some SHS model schools, the teachers conducted their own research studies to build their capacities and enrich the learning materials that they use.

The LGUs and industries partners were likewise oriented on the K to 12 Program and SHS Modeling to ensure their awareness of their roles and responsibilities in the modeling program.

Implementation Experiences

The success or failure of the SHS Modeling depended on a number of factors including human resources, funding, facilities, curriculum, learning modules, and guidelines or policies. Intervention programs, teaching methodologies, and student assessment were also identified as crucial in sustaining the program.

1. Inputs

a. Human Resources, Funds, and Facilities

Different SHS model schools have different human resource and other resource requirements depending on their program strategies.

Teachers that are hired for SHS teaching are often either holders of a Master’s degree or have completed a number of Master’s degree units. While some schools employ SHS teachers from their own faculty roster, other schools tap teachers from HEIs or trainers from their industry partners.

Given that the school head is busy in overseeing the school’s day-to-day operations and the teachers are already swamped with their teaching load, some SHS model schools hire a full-time industry coordinator to assist in tapping prospective industry partners, coordinate on-the-job training (OJT) of the students, and facilitate job placement of SHS graduates.

Only two of the seven SHS model schools interviewed were given PhP 1 million each by the DepEd for SHS Modeling since they were part of the original pilot schools. They were able to use the said fund to purchase school

xiiiMonitoring of the Philippine Department of Education’s Model Senior High School Program


facilities and equipment. The rest of the SHS model schools did not receive the same funds because they were only identified later. Since the program is still in its modeling stage, these schools are unable to cover expenses for their SHS modeling through their regular fund for maintenance and other operating expenses (MOOE).

As it is, most of the SHS model schools make use of whatever resources or facilities that the schools have. For instance, some schools alternate the use of classrooms for junior high school (first to fourth year) and senior high school (Grades 11 and 12) students. One school even uses its computer laboratory to hold classes for SHS. In some cases, teachers had to shoulder some expenses of students.

To help augment their financial requirements, the schools sought assistance from government officials, LGUs, or industry partners.

b. Curriculum

The SHS model schools implement a curriculum that they developed in consultation with DepEd, CHED, HEIs and industry partners.

Most of the SHS model schools follow a common academic curriculum, with a few additional subjects that are relevant to the specializations the schools offer, such as TechVoc or entrepreneurship courses. They align the curriculum with the General Education subjects in college to prepare the SHS students for possible entry to second or third year college.

The curriculum includes core subjects such as English, Filipino, mathematics, science, social studies, and music, arts, physical education, and health (MAPEH). Two new subjects, literature and philosophy, were added based on the General Education curriculum of CHED.

The SHS model schools covered four areas: 1) Entrepreneurship/Business; 2) Technical-Vocational; 3) Humanities (Sports, Arts, Music, Languages, Journalism); and 4) Science, Technology, and Engineering.

Students specializing in entrepreneurship or TechVoc can take the National Certification (NC) II exams administered by the TESDA which they can use in applying for jobs.

c. Learning Modules

As of SY 2012-2013, no instructional materials had been developed by the DepEd for SHS Modeling. To compensate, the SHS model schools used: 1)

xiv Monitoring of the Philippine Department of Education’s Model Senior High School Program

printed modules or digitized resources (83%); 2) printed text or workbooks (67%); and 3) online resources (50%).

d. Guidelines or Policies

Among the governing policies used by the SHS model schools in relation to the K to 12 Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s. 2012 entitled, “Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling in Selected Technical and Vocational and General Secondary Schools under the K to 12 Basic Education Program”; 2) DO No. 71 s. 2012 entitled, “Additional Information to and Changes in DepEd Order No. 36, S. 2012;” and Presidential Decree (PD) No. 42, as amended, entitled, “A Decree Instituting a Labor Code thereby Revising and Consolidating Labor and Social Laws to Afford Protection to Labor, Promote Employment and Human Resources Development and Insure Industrial Peace based on Social Justice,” particularly its provisions on apprenticeship with business organizations.

In the case of Doña Montserrat Lopez Memorial NHS, they made use of DO No. 48 s. 2007 to be able to hire contractual teachers to help address the lack of teachers. The said department order authorizes TechVoc school heads to hire contractual teachers.

2. Processes

a. Intervention programs for disadvantaged learners and/or students at risk of dropping out (SARDOs)

The SHS model schools employ various intervention programs depending on the needs of disadvantaged learners and/or SARDOs. In some cases, local officials offer scholarship programs to deserving students. There is also the adopt-a-child program for teachers who can afford to support a student. The schools also employ the Open High School Program (OHSP) to address the constraints of some students in attending daily classes. Learning materials used under such arrangements include modules or workbooks. Some SHS model schools also implement feeding, health, and nutrition programs. In addition, the school encourages parents to support their students whenever possible.

b. Teaching Methodologies

The SHS model schools apply various learning strategies and approaches depending on their preferences and the needs of the SHS students. Face-to-face teaching, media-assisted teaching and work-oriented teaching are

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the most commonly employed teaching strategies; of the seven schools, six (86%) identified at least one of these three as part of their teaching methodology. Five schools (71%) mentioned using flexible learning, group or cooperative learning, or process-oriented learning. Three schools (43%) have individualized learning methods.

Except for the Bacolod City NHS, which only uses face-to-face learning, all other schools use a combination of two or more teaching strategies. The Doña Montserrat Lopez Memorial NHS employs all strategies mentioned above, including pure web-based learning.

c. Student Assessment

The RSU survey showed that all seven SHS model schools make use of the traditional type of assessment for SHS students. Next to this, 71.42 percent said that they conduct performance assessment to evaluate the students. On the other hand, 57.14 percent mentioned that they use either portfolio or self-assessment in assessing the SHS students.

3. Output

a. Innovations

Among the innovations disclosed during the interviews are the following:

1) Establishing a strong and sustained partnerships with LGUs, indus-tries, and HEIs to help provide the needed assistance for the Program;

2) Undergoing on-the-job (OJT) training programs as early as Grade 11 to accommodate all students and prevent congestion of trainees at the end of the SHS term;

3) Screening of incoming SHS students through qualification tests, scholastic grades and interviews;

4) Making the school accessible to indigent students by strictly imple-menting a “zero collection” policy;

5) Giving consideration and flexible timeframe to students who are de-ployed in OJT program to comply with requirements; ICT was like-wise used for consultation;

6) Using real life scenarios, skill-oriented learning and treating stu-dents as adults to motivate and challenge them to do well in school;

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7) Designating a teacher as industry coordinator, one who had been in the industry for a long time to facilitate the OJT program of the students;

8) Encouraging SHS teachers to earn a Master’s degree or units, have a NC Level II, or attend TESDA training programs and competency assessment;

9) Encouraging SHS teachers to conduct action research and develop their own instructional materials to help enrich existing instruction-al materials;

10) Hiring contractual teachers to help mitigate the lack of teachers; and

11) Providing laboratory access for SHS students through the Public Employment Service Office (PESO) to augment the school’s limited resources.

b. Student Tracking

As of 2013, the SHS model schools are yet to develop a system of tracking since all of their SHS students were only in Grade 11.

xviiMonitoring of the Philippine Department of Education’s Model Senior High School Program


ChallengesIn accordance with the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013: Modeling for Senior High School (SHS) was implemented to simulate the transition process and provide concrete data for the transition plan following the guidelines set by the DepEd. The results of the SHS modeling experience in seven school monitored by SEAMEO INNOTECH may be considered in the nationwide implementation of the SHS program by SY 2016-2017.

The interviews with the seven SHS model schools revealed that they have encountered a number of challenges and potentials with respect to guidelines or policies, resources and LGU and parental support, awareness, and linkages.

Policy Guidelines

Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during the school monitoring visit in March 2013, some model schools found it difficult to immediately hire additional qualified teachers due to misinterpretation of policies on hiring such as the localization law. The IRR and other relevant laws that provide SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No. 48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.

In the case of SHS model schools that offer call center service (IT-BPO) as a specialization, they are faced with the fact that most call centers do not allow job immersion for high school students using the companies’ current facilities. Instead, they only provide on-the-job training for prospective call center agents and technical support staff who met the basic qualifications for hiring.

Resources

Many challenges and concerns raised by the SHS model schools were resource-based. Among the resource-related concerns are the following:

1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per student, school uniforms and other paraphernalia required by TESDA)

2) Transportation expenses of students who are undergoing their work immersion programs

3) Accommodation expenses of students who need to stay near their workplaces for their job immersion purposes

4) Cost of insurance premium for SHS students who are undergoing their work immersion programs

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5) Some of the SHS students do not have their own classroom. 6) In some SHS model schools, there is insufficient number of computer units for

SHS students. 7) Since SHS is to be fully implemented only starting in 2016, some of the SHS

model schools have no budgetary allocation from its MOOE for SHS Modeling. This situation forces the teachers to personally pay for some of the students’ requirements for the SHS Program. These expenses include photo copying of student worksheets, transportation, meals and accommodation particularly for the indigent students.

LGU support

While the SHS model schools are able to access support from LGUs using the Special Education Funds (SEF), there are constraints under COA regulations related to purchases of equipment/gadgets for tech-voc trainings. Under COA rules, cost of any equipment valued at PhP 10,000 and above must be funded from a separate budget for capital outlays. There is therefore a need to further examine how the SEF can be maximized to augment the school’s limited MOOE capital outlay funds in terms of allocation and utilization.

Parental support

Some parents are not convinced of the merits of the K to 12 education program, hence, the schools kept on advocating the program thru radio broadcast, posters, flyers and assembly meetings.

Awareness

DepEd needs to intensify a stakeholder approach in SHS program implementation, awareness building and promotion of the program in a collaborative way among the school, the LGUs, the industry partners, the HEIs, the parents, and the students. This will help counter resistance to the full implementation of K to 12 from other sectors.

Also interviews revealed that some SHS students were not properly guided on how they can participate in non-academic programs during the SHS program modeling. Some Grade 11 students expressed that there were no extra-curricular, co-curricular and other voluntary activities available for SHS to participate.

Linkages

One of the challenges with respect to linkages was on the possible mismatch between specialization and labor demand.

xixMonitoring of the Philippine Department of Education’s Model Senior High School Program


RecommendationsThe following are the recommendations based on the findings of the study:

1. Guidelines/Policies

1.1 Regional and Division Offices may need to conduct orientation or refresher course on new and existing policies and revised/latest implementing guidelines affecting SHS program implementation to clarify issues such as hiring of SHS teachers.

1.2 Institutionalize the designation or hiring of industry coordinators for SHS model schools.

1.3 Advise senior high schools to consider the following in selecting specialized tech-voc programs:• Adequate and timely labor market information;• Identification of one or two jobs that can be readily offered by the

schools;• Availability of instructors-trainers who have the necessary competencies,

education and training;• Availability of basic technical facility and resources needed to teach and

train students;• Integration of a strong career guidance program;• Availability of funds for the operating expenses; and• Enhancement of the job or trade to attract students to consider it as

their career.

1.4 Develop doable policies and strategies in support of the K to 12 program and to address the challenges in SHS implementation.

1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic education in all secondary schools offering SHS.

1.6 Explore the adoption of Dual Training System (DTS) in partnership with public and private sectors.

1.7 Clarify the interpretation of policy on teaching hours among SHS teachers who are working outside the school premises beyond the standard eight hours teaching load.

1.8 Promote use of student government/councils as a mechanism to support

the SHS program.

xx Monitoring of the Philippine Department of Education’s Model Senior High School Program

2. Sources of Funds

2.1 Provide sufficient budgetary support for additional classrooms, training facilities for hands-on activities and equipment such as LCD projectors and laptops, and learning materials of the SHS students.

2.2 Ensure timely release of funds and conduct orientation-briefing on new guidelines to be developed on the utilization of financial assistance for the implementation of SHS under the K to 12 Basic Education Program.

2.3 DepEd may need to discuss with TESDA the following propositions:• For TESDA to consider waiving their fees for the competency assessment.• For DepEd and TESDA to jointly review the polices regarding standard

costing for competency assessment activities to make it affordable for all techvoc SHS students.

• Continue/Adopt the modified TESDA assessment scheme, a.k.a., National Competency and Certification Program (NatCAC) in SY 2012-2013, to support the Strengthened Tech-Voc Program (STVEP) of DepEd.

• During the transition period, DepEd, TESDA and DBM may need to revisit the financing policy framework for granting scholarship to high school students to cover the assessment fees for national certification/certificate of competency (NC/COC).

2.4 Clarify the process of funds disbursement for the implementation of the national competency and certification to address the bottlenecks in the release of funds to schools.

2.5 Examine the management of Special Education Funds (SEF) in terms of priority allocation and utilization in order to maximize LGUs’ support for SHS under the K to 12 education program.

2.6 Verify the application/allocation of proceeds of the additional one percent tax on real property accruing to the Special Education Funds (SEF) in the purchase of capital outlays for SHS program.

3. Capacity Building

3.1 Provide skills training to build the capacities of SHS teachers.

3.2 Conduct training for career advocates (class advisers and parents) on career guidance and counseling/coaching.

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4. Linkages

4.1 Encourage and promote multi-stakeholder partnerships between the academe, the industries, and national and local government institutions.

4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program.

4.3 Operationalize the guidelines on K to 12 partnership building activities.

5. Curriculum Development

5.1 Incorporate a strong career guidance component in the curriculum.

5.2 Review the planned SHS curriculum and incorporate lessons learned from its SHS Modeling experience.

5.3 Adopt the best practices of SHS model schools with respect to curriculum development.

5.4 Technical-vocational skills alignment should be subject to labor market priorities and not driven by supply.

5.5 Review/Adapt/Modify TESDA’s existing training programs:• Special Training for Employment Program (STEP) • Training for Work Scholarship Program (TWSP)

5.6 Provide SHS students more exposure to hands-on learning activities to facilitate skills development and application of knowledge, attitude, skills, and values.

5.7 Promote the use of flexible learning opportunities.

5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative, Inc. or OCCI) to secure their protection for their mobility during the dual training program, apprenticeship, or job immersion program.

5.9 Learner assessment and certification maximize links with TESDA certificate mechanism and also HEIs for cross credit recognition and recognition of prior learning (RPL).

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5.10 Sustain the formation of Technical Working Groups (TWGs) and the conduct of consultations.

5.11 Draft the training regulations and qualification standards for all SHS programs.

5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness, values, and attitudes since these are priority competencies of business firms and industries.

6. SHS Program Management

6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will provide the school with greater autonomy to manage its SHS program based on the needs of business community.

6.2 The Schools Division need to monitor the SHS.

6.3 Strengthen the first 140 tech-voc schools to lead and guide the 40,000 public secondary schools as they serve as model schools or training centers for SHS.

6.4 DepEd together with TESDA, CHED and other relevant stakeholders need to develop a long-term plan on career guidance and counseling advocacy.

1Monitoring of the Philippine Department of Education’s Model Senior High School Program


INTRODUCTION

The Philippine Department of Education (DepEd) is currently undertaking a series of major reforms anchored on the implementation of a new K to12 system as it seeks to improve basic education outcomes for Filipino

children and achieve its national Education for All commitments. The new K to 12 Basic Education Program2 (Figure 1) involves the introduction of a new 12-year basic education curriculum, plus a year of mandatory kindergarten, benchmarked on international standards.3 The 12-year curriculum includes six years of elementary education (Grades 1 to 6), four years of junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12) marked with multiple pathways and elective subjects supported by a comprehensive career guidance program.4

Figure 1: DepEd’s Enhanced Basic Education Program

Source: Department of Education, February 2014

2 The “Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May 2013.

3 The Philippines, prior to the K to 12 reform agenda, was the only country in Asia and one of the only three countries in the world (together with Djibouti and Angola in Africa) with a 10-year pre-university program. See Annex 1.

4 SEAMEO INNOTECH Technical Support Program for the Philippine Department of Edu-cation K to12 Reform Agenda

2 Monitoring of the Philippine Department of Education’s Model Senior High School Program

With the addition of the multifaceted curriculum to be offered in senior high school, graduates are expected to holistically develop and possess these 21st century skills:

1. Information, media and technology skills – visual and information literacies; media literacy; basic, scientific, economic, and technological literacies; and multicultural literacy and global awareness

2. Learning and innovation skills – creativity and curiosity; critical thinking, problem solving and risk-taking; adaptability, managing complexity and self-direction; and higher order thinking and sound reasoning

3. Effective communication skills – teaming, collaboration and interpersonal skills; personal, social and civic responsibility; and interactive communication

4. Life and career skills – flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility

A K to 12 graduate (Figure 2) will be ready to take on higher education or middle level skills development, or enter the world of entrepreneurship or employment.

Figure 2: The K to 12 Graduate

Source: SEAMEO INNOTECH, 2012



In anticipation of the full implementation of SHS starting June 2016, DepEd has undertaken the “Senior High School Modeling Program” or “SHS Modeling” beginning SY 2012-2013.

The Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling5 provides that “prior to the implementation of the senior high school, a research and development process will be explored by implementing a Senior High School Modeling Program in selected public technical-vocational (TechVoc) and general secondary schools as participants or ‘model’ schools ahead of the projected nationwide implementation of the SHS in 2016-2017. The modeling started in June 2012 for selected model high schools (Grades 11). The enrollees were the fourth year high school (Grade 10) completers of SY 2011-2012.”

The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following objectives:

1. introduce and prepare the concerned model schools for the implementation of the Grades 11 and 12 through the provision of appropriate interventions, e.g., training of teachers, and provision of support facilities and instructional materials;

2. generate actual learning experiences of the different participating/volunteer secondary schools in order to come up with different modalities as vital inputs in the implementation of the SHS; and

3. prepare and carry out the communication plan to generate support from the media, civil society, academe, local government units (LGUs), and private sectors.

Technical support for the SHS Modeling was provided by SEAMEO INNOTECH in developing a sustainable model for Grades 11 to 12 by evolving a comprehensive education system linking education tiers with businesses and industries, and by drawing from the innovative work completed under the Center’s Applied Academics for Excellence (APEX) project experience. The Center assisted selected DepEd Regional Offices in modeling the senior high school program through adaptation of existing APEX models.

5 DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling in Selected Technical and Vocational Education and General Secondary Schools under the K to 12 Basic Education Program


DepEd identified selected schools to be part of the modeling program based on a set of criteria. Prior to modeling, a school must have the following:

1. an established post-secondary education;2. a strong school-local industry partnership, e.g., its graduates are prioritized

by the neighboring/local industries for employment;3. available functional workshop laboratories;4. available qualified teachers; and5. established linkages with local colleges/higher education institutions for

possible recognition of subject units taken in SHS if and when the student chooses to continue with academic advancement.

Table 1 describes the general profile of the selected SHS model schools.

Table 1: General Profile of SHS Model Schools, SY 2012-2013SCHOOL TYPE NO. OF SCHOOLS NO. OF ENROLLEESPublic High SchoolsGeneral High Schools 8 260Technical-Vocational High Schools 14 1,012Higher Education Institutions (HEIs)Private HEIs 7 5,268Local University/College 1Total 30 6,540

Source: Yolanda S. Quijano, 2012

Specializations offered by some of the SHS model schools are enumerated in Table 2.

Table 2: SHS Model Schools SpecializationsREGION/DIVISION SCHOOL SPECIALIZATION

General Public High Schools

IV-A – Batangas Pinagtongulan National High School

Coffee Course

IV-A – Cavite Sangley Point National High School

Security and Peacekeeping

VI – Bacolod City Bacolod City National High School

Call Center

VI – Negros Occidental Negros Occidental National High School

Call Center



REGION/DIVISION SCHOOL SPECIALIZATION

VI – Bacolod City Sum-ag National High School

Agricultural

VIII – Leyte Palo National High School Tourism and Information and Communication Technology

X – Bukidnon Bukidnon National High School

Automotive Food Trade

XII – Cotabato City Notre Dame Village National High School

Electrical Wiring Installation

Public TechVoc High Schools

III – Bulacan Balagtas National Agricultural High School

Agriculture

IV-A – Laguna San Pedro Relocation Center National High School

ElectronicsAutomotiveGarmentsFood Technology

VI – Silay City Doña Montserrat Lopez Memorial National High School

Food and BeverageWeldingHousekeepingElectricity

VII – Mandaue Subangdaku Technical Vocational School

WeldingGarmentsCommercial Cooking

VIII – Leyte Merida Vocational School Automotive Service, Metals and Engineering

Higher Education Institutions

NCR – Makati City University of Makati Tech Voc – Basic TechnologyBusiness EducationCall Center / BPOInformation TechnologyArt EducationPerforming and Broadcast ArtsDance and SportsCitizenship and Leadership TrainingAllied Health / CaregivingAthletics



NCR – Caloocan City Manila Central University Optical Laboratory Technician


NCR – Makati City ADM Consortium Information Technology, Journalism and Medical Technology

V – Naga City Ateneo de Naga University

Information TechnologyEarly Childhood Teacher-Aide Program

XI – Davao Philippine Women’s College of Davao City

Bread and Pastry ProductionCommercial CookingComputer ProgrammingClothing TechnologyDrafting TechnologyEntrepreneurshipFood and Beverage ServiceGraphic and Digital AnimationTourism


The modeling involved developing a curriculum, designing and organizing a set of appropriate instructional materials, and identifying and using varied teaching and learning strategies – all at the school level, based on the needs of its students and the demands of local businesses or industries.

This monitoring study looks into the status of and experiences on SHS Modeling in selected schools in the country in preparation for its full implementation by 2016. The study was funded by SEAMEO INNOTECH under its Educational Research and Innovation Fund as part of the Center’s commitment to support DepEd’s K to 12 Basic Education Sector Reform Agenda.



OBJECTIVES OF THE STUDY

The monitoring of model senior high schools forms part of SEAMEO INNOTECH’s set of program interventions to support DepEd’s need for sustained technical support in operationalizing the new K to 12 Basic

Education Program.

The study aims to generate knowledge drawn from the experiences of model schools that can serve as a good resource for refining the guidelines for the full implementation of SHS beginning SY 2016-2017.

Specifically, the study aims to:

1. determine the pre-implementation considerations and actual implementation needs and processes under the SHS Modeling;

2. identify strengths and innovations of the selected SHS model schools;

3. ascertain challenges and potentials for improvement; and

4. formulate policy recommendations based on the lessons learned by the selected SHS model schools.

Monitoring of the Philippine Department of Education’s Model Senior High School Program8 Monitoring of the Philippine Department of Education’s Model Senior High School Program

METHOD OF STUDY

The study consisted of the various stages of the SHS Modeling, from pre-implementation to implementation, and including the challenges schools have experienced thus far in relation to modeling (Figure 3).

The pre-implementation stage considered the factors that influenced the school to take part in the SHS Modeling program. Activities that had to be undertaken prior to implementation were likewise looked into. These include establishing linkages with local government units, local businesses and industries; developing appropriate curriculum; building capacity especially among teaching personnel; and acquiring necessary certifications particularly for teaching technical-vocational subjects.

The implementation stage included the necessary inputs such as human and financial resources, adequate facilities, curriculum, and learning materials, including policy guidelines; processes that take place such as intervention programs, use of different teaching methodologies, and student assessment; and outputs such as innovations, and student employment as on-the-job trainees generated during the first year of SHS modeling.

Challenges related to policies and implementing guidelines; available resources; level of community support, including LGUs and parents; level of awareness; and community linkages were also examined.

The good practices and lessons learned from the first year of modeling were taken in consideration before recommendations were crafted to help address the challenges and maximize any potential for improvement of the program.

Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted from February to March 2013 with school heads, teachers and SHS students to obtain relevant information on the SHS Modeling.



Figure 3: Framework of Study

The study also utilized data generated from a survey administered by the Research Studies Unit (RSU) of SEAMEO INNOTECH. The survey, also conducted from February to March 2013, was part of a research project that aimed to generate case studies of Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that would allow for deeper understanding of the implementation of appropriate and effective ADMs for the SHS stage of the K to 12 program.

The draft report was distributed to SHS model schools during a conference held in Baguio City in June 2013 to solicit comments and suggestions.

Of the total number of SHS model schools, four general public high schools and three public TechVoc high schools were included in the monitoring study. Due to limited resources, selection of SHS model schools included in the monitoring study was based on a plan of action that would optimize the Center’s available resources.

The list of the seven SHS model schools included in the study can be found in Table 3.


Table 3: List of SHS Model Schools Included in the Monitoring StudyREGION/DIVISION SCHOOL TYPE OF SCHOOLIV-A – Laguna San Pedro Relocation Center

NHSPublic TechVoc HS

IV-A – Cavite City Sangley Point NHS General Public HSVI – Bacolod City Bacolod City NHS General Public HSVI – Bacolod City Sum-ag NHS General Public HSVI – Silay City Doña Montserrat Lopez

Memorial National High School

Public TechVoc HS

VIII – Palo Palo National High School General Public HSVIII – Leyte Merida Vocational School Public TechVoc HS



THE SHS CURRICULUMWhile the SHS Modeling program allows the model schools to innovate and

develop their own curriculum, DepEd had proposed a senior high school curriculum when the program started in 2012. The proposed curriculum

consisted of the following: a) core subjects spanning seven learning areas, namely, language, literature, mathematics, philosophy, natural sciences, social sciences, and the national service training program (NSTP); and b) career pathways subjects which cover the areas of entrepreneurship or business, technical-vocational, humanities (i.e., sports, arts, music, languages, journalism), and science, technology and engineering (Table 4).

Table 4: Proposed SHS Curriculum (2012)LEARNING AREAS

SUBJECTS GRADE 11 GRADE 12 TOTAL HOURS1ST

SEM2ND SEM

1ST SEM

2ND SEM

Core CurriculumLanguage English or Filipino or others 54 54 108

Literature Philippine and World Literature

54

54 108

Mathematics Mathematics 54 54 108

Philosophy Philosophy 54 54

Natural Sciences

Life/Physical Sciences 54 54 108

Social Sciences

Contemporary Issues 54 54 108

NSTP Community Service 54 54 108

Career Pathways, including immersion or practicum

- entrepreneurship or business; - technical-vocational; - humanities (sports, arts, music, languages, journalism); - science, technology and engineering

216 216 270 270 972

Total Hours 486 486 432 270 1,674Hours/Day 5.4 5.4 4.2 3.0



DepEd has since then modified the proposed SHS curriculum. As of February 2014, the revised senior high school curriculum consists of the following: a) core subjects covering eight learning areas, namely, language, humanities, communication, mathematics, philosophy, science, social science, and physical education (P.E.) and health; and b) track subjects encompassing the areas of academic, technical-vocational-livelihood, sports, and arts and design (Figure 4).

Figure 4: Revised Senior High School Curriculum (2014)


As compared to the former proposed curriculum (2012) where one subject consists of 54 class hours in a semester, a subject under the revised proposed curriculum (2014) consists of 80 class hours in a semester. DepEd has also clearly identified the specific core and track subjects under the revised curriculum. The SHS will have 15 core subjects and 16 track subjects, where seven are common subjects and nine are specialization subjects, totalling 31 subjects to be taken up in Grade 11 and Grade 12 (Figure 5).



Figure 5: SHS Core and Track Subjects


The career pathways – or tracks – have also been redefined under the revised curriculum. One of the more salient changes is how the Academic Track lumps together accountancy, business, management (ABM); liberal arts (General Academic); humanities, education, social sciences (HESS/HUMMS); and science, technology, engineering, mathematics (STEM). The ABM was formerly one of the main career pathways (i.e., entrepreneurship or business); STEM was also formerly one of the main career pathways; humanities was likewise identified as one of the main career pathways, and includes sports, arts and music, among others, which were later specified as main tracks under the revised curriculum.


Core SubjectsThe 15 core subjects are spread among the eight learning areas. Language takes up four subjects; humanities has two subjects; communication consists of only one subject; mathematics, science, and social science cover two subjects each; while philosophy and PE and health have one subject each. All 15 subjects will be taken up by SHS students regardless of the track they opt to take. Table 5 lists in details the 15 core subjects.

Table 5: SHS Core SubjectsCORE SUBJECTS Hours per

semesterLanguage 1. Oral Communication

2. Reading and Writing3. Komunikasyon at Pananaliksik sa Wikang

Filipino at Kulturang Pilipino4. Pagbasa at Pagsusuri ng Iba’t-ibang Teksto

Tungo sa Pananaliksik

808080

80

Humanities 5. 21st Century Literature from the Philippines and the World

6. Contemporary Music and Visual Arts

80

80Communication 7. Media and Information Literacy 80Mathematics 8. General Mathematics

9. Statistics and Probability8080

Science 10. Earth and Life Science (Lecture and Laboratory)*

11. Physical Science (Lecture and Laboratory)*

80

80

Social Science 12. Personal Development13. Understanding Society, Politics and

Culture

8080

Philosophy 14. Introduction to Philosophy of the Human Person

80

PE and Health 15. Physical Education and Health 80CORE Total Number of Hours 1,200TRACK Total Number of Hours 1,280Total Number of Hours (CORE + TRACK) 2,480

Total Hours / Number of School Days in SHS (400)

6.2 hours/day

*Students in the STEM Strand will take Disaster Readiness and Risk Reduction and Earth Science instead of these subjects




Track SubjectsTrack subjects comprise seven common track subjects and nine specialization or specialized track subjects. Similar to the core subjects, the common track subjects will be taken up by all SHS students regardless of their track. However, the common track subjects are contextualized as appropriate to specific tracks. All strands under the Academic Track (i.e., ABM, Liberal Arts or General Academic, HESS/HUMMS, and STEM) have the same list of common track subjects. On the other hand, the Technical-Vocational-Livelihood, Sports, and Arts and Design Tracks share the same list of common track subjects.

Table 6 contains the list of common subjects for all tracks.

Table 6: Common Track SubjectsContextualized Track Subjects

Academic Track Technical-Vocational-Livelihood / Sports / Arts and Design Tracks

1. English for Academic and ..Professional Purposes

1. English for Academic and Professional .Purposes

2. Research 1: Qualitative Research ..in Daily Life

2. Research 1: Qualitative Research in .Daily Life

3. Research 2: Quantitative Research ..in Daily Life

3. Research 2: Quantitative Research in .Daily Life

4. Pagsulat sa Filipino sa Piling ..Larangan (Akademik)

4. Pagsulat sa Filipino sa Piling Larangan .(Isports, Sining at TechVoc)

5. Empowerment Technologies ..(E-Tech): ICT for Professional ..Tracks

5. Empowerment Technologies (E-Tech): .ICT for Professional Tracks

6. Entrepreneurship 6. Entrepreneurship7. Research Project 7. Research Project / Culminating Activity

Each subject will have 80 hours per semester Source: Department of Education, February 2014

The specialization track subjects differ from one track to another, and even from one strand or mini-course to another. This will be illustrated in the following sections.


Academic Track

The Academic Track includes four strands: accountancy, business, management (ABM); liberal arts (General Academic); humanities, education, social sciences (HESS/HUMMS); and science, technology, engineering, mathematics (STEM). The specialized track subjects under this track differ depending on the strand. These are detailed in Tables 7-10.

Table 7: Specialized Track Subjects (Academic Track - ABM Strand)

8. ABM Strand 1 Applied Economics9. ABM Strand 2 Business Ethics and Social Responsibility10. ABM Strand 3 Fundamentals of Accountancy, Business

and Management 111. ABM Strand 4 Fundamentals of Accountancy, Business

and Management 212. ABM Strand 5 Business Math13. ABM Strand 6 Business Finance14. ABM Strand 7 Organization and Management15. ABM Strand 8 Principles of Marketing16. ABM Strand 9 Work Immersion/Research/Career

Advocacy i.e., Business Enterprise Simulation

Each subject will have 80 hours per semesterSource: Department of Education, February 2014

Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)

8. Liberal Arts Strand 1 Humanities 19. Liberal Arts Strand 2 Humanities 210. Liberal Arts Strand 3 Social Science 111. Liberal Arts Strand 4 Applied Economics12. Liberal Arts Strand 5 Organization and Management13. Liberal Arts Strand 6 Disaster Readiness and Risk Reduction 14. Liberal Arts Strand 7 Elective (from any Track/Strand)15. Liberal Arts Strand 8 Elective (from any Track/Strand)16. Liberal Arts Strand 9 Work Immersion/Research/Career

Advocacy/Culminating Activity Each subject will have 80 hours per semester




Table 9: Specialized Track Subjects(Academic Track - HUMSS Strand*)

8. HUMMS Strand 1 Creative Writing9. HUMMS Strand 2 Creative Non-Fiction: The Literary Essay10. HUMMS Strand 3 World Religions and Belief Systems11. HUMMS Strand 4 Megatrends and Critical Thinking in the

21st Century Culture12. HUMMS Strand 5 Philippine Politics and Governance13. HUMMS Strand 6 Community Involvement and Social

Issues14. HUMMS Strand 7 Introducing the Social Sciences

(Anthropology, Economics, History, Psychology, Sociology, Political Science)

15. HUMMS Strand 8 Introducing the Applied Sciences (Communication, Journalism, Guidance and Counselling, Social Work)

16. HUMMS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity

Each subject will have 80 hours per semester*For finalization


Table 10: Specialized Track Subjects (Academic Track - STEM Strand)

8. STEM Strand 1 Pre-Calculus9. STEM Strand 2 Basic Calculus10. STEM Strand 3 General Biology 111. STEM Strand 4 General Biology 212. STEM Strand 5 General Physics 113. STEM Strand 6 General Physics 214. STEM Strand 7 General Chemistry 115. STEM Strand 8 General Chemistry 216. STEM Strand 9Each subject will have 80 hours per semester



Technical-Vocational-Livelihood Track

The Technical-Vocational-Livelihood (TVL) Track has four mini-courses: home economics (HE), information and communications technology (ICT), agri-fishery arts, and industrial arts. Each mini-course has sub-specialization subjects that are based on the TESDA training regulations (Table 11).

Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood Track*)

TVL Track Subjects TESDA Training Regulations-Based SpecializationsSubjects Example HE ICT Agri-Fish-

ery ArtsIndustrial Arts

8. TechVoc .Track 1

Beauty Care Hairdressing Cable TV Installation

Rice Machinery Operation

Automotive Servicing

9. TechVoc .Track 2

Nail Care Bread and Pastry Production

Visual Graphic Design

Landscape Installation and Maintenance

Refrigeration and Air conditioning

10. TechVoc Track 3

Tailoring Animation Organic Agriculture Production

Carpentry

11. .TechVoc Track 4

Tour Guiding Services

Medical/Judicial Transcription

Rubber Production

Consumer Electronics Servicing


Travel Services

Horticulture Electrical Installation and Maintenance


Hair-dressing Caregiving Animal Production

Plumbing


Food and Beverage Services

Aquaculture Shielded Metal- Arc Welding


Housekeep-ing

Food Processing

Masonry


Attractions and Theme Parks Tourism

Crop Production

Handicraft: Fashion Accessories

Handicraft: Paper Craft



TVL Track Subjects TESDA Training Regulations-Based SpecializationsSubjects Example HE ICT Agri-Fish-

ery ArtsIndustrial Arts

Handicraft: Woodcraft

Handicraft: Leathercraft

Each subject will have 80 hours per semester*For Finalization


Sports Track

The Sports Track includes two specializations: a particular sports or fitness. The specialized track subjects under this track are shown in Table 12.

Table 12: Specialized Track Subjects (Sports Track)8. Sports Track 1 Safety and First Aid9. Sports Track 2 Understanding Human Movement10. Sports Track 3 Fundamentals of Coaching11. Sports Track 4 Sports Officiating and Activity

Management12. Sports Track 5 Fitness, Sports and Recreation

Leadership13. Sports Track 6 Psychosocial Aspects of Sports and

Exercise14. Sports Track 7 Fitness Testing and Exercise

Prescription15. Sports Track 8 Practicum (In-Campus)16. Sports Track 9 Work Immersion/Research/Career

Advocacy/Culminating ActivityEach subject will have 80 hours per semester



Arts and Design Track

The specialized track subjects for Arts and Design Track are listed in Table 13.

Table 13: Specialized Track Subjects (Arts and Design Track)

8. Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9. Arts Track 2 Creative Industries II: Performing Arts10. Arts Track 3 Physical and Personal Development in

the Arts11. Arts Track 4 Developing Filipino Identity in the Arts12. Arts Track 5 Integrating the Elements and Principles

of Organization in the Arts13. Arts Track 6 Leadership and Management in

Different Arts Fields14. Arts Track 7 Apprenticeship and Exploration of

Different Arts Fields15. Arts Track 8 Apprenticeship and Exploration of

Different Arts Fields16. Arts Track 9 Exhibit for Arts Production (Media Arts,

Visual Arts and Literary Arts)/ Perform-ing Arts Production (Music, Dance, Theater)

Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours (i.e., 80 hours + 80 hours)


To summarize, the 15 core subjects, which are mostly taken up in Grade 11, and the 16 track subjects, which are generally taken up in Grade 12, under the revised proposed SHS curriculum are presented in Table 14.



Table 14: Summary of Revised SHS Curriculum (2014)Core Subjects Grade 11 Grade 12 Total

1st Sem

2nd Sem

1st Sem

2nd Sem

Language Oral Communication/ Reading and Writing

80 80 160

Talastasang Filipino sa Lipunang Pilipino/Pagbasa, Pagsulat, Panana-liksik sa Wika at Kulturang Filipino

80 80 160

Humanities 21st Century Literature from the Philippines and the World

80 80

Philippine Music and Arts 80 80Communica-tion

Media and Information Literacy

80 80

Mathematics General Math/ Statistics and Probability

80 80 160

Science Life Sciences – Lecture and Laboratory

80 80 160

Physical Sciences – Lecture and Laboratory

80 80 160

Social Science Personal Development/ Understanding Society and Culture

80 80 160

Philosophy Intro to Philosophy of the Human Person

80 80

PE and Health Physical Education and Health

20 20 20 20 80

CORE Total Number of Hours 500 500 180 180 1,360TRACK Total Number of Hours 160 160 480 480 1,280Total Number of Hours (CORE + TRACK) 660 660 660 660 2,640Total Hours (CORE + TRACK) divided by Number of School Days in a Semester (100) = hours/day

6.6 6.6 6.6 6.6



GENERAL TRENDSThe following are the general findings based on the interviews conducted in the seven SHS model

schools and the survey results conducted by SEAMEO INNOTECH.

Table 15: List of Selected Model SHSName of School Division Type of

SchoolSpecialization Enrollees

(SY 2012-2013)Male Female Total

1. San Pedro Relocation .Center NHS

Laguna Public TechVoc HS

Electronics, Automotive, Garments, Food Technology

295 249 544

2. Sangley Point NHS Cavite City

General Public HS

Security and Peacekeeping

27 7 34

3. Bacolod City NHS Bacolod City

General Public HS

Call Center 26 18 44

4. Sum-ag NHS Bacolod City

General Public HS

Agricultural 4 10 14

5. Doña Montserrat .Lopez Memorial .National High School

Silay City Public TechVoc HS

Electricity, Shielded Metal Arc Welding (SMAW), Housekeeping, Food and Beverage Service

42 66 108

6. Palo National High .School

Palo General Public HS

Tourism, Information and Communication Technology

69 33 102

7. Merida Vocational .School

Leyte Public TechVoc HS

Automotive Service, Metals and Engineering

16 77 93

Total Enrollees 459 480 939Source: SEAMEO INNOTECH RSU Survey on ADM, 2013



Pre-implementation ExperiencesThe pre-implementation stage is one of the most crucial stages of SHS Modeling. This stage allows for schools to hold consultations with key stakeholders to determine their specialization, develop their curriculum, and determine the human resource and certification requirements needed to fully implement SHS Modeling.

Rationale

Based on the data obtained from the KIIs and FGDs conducted, most of the seven SHS model schools engaged in SHS Modeling not only to contribute in achieving education for all but to provide poor and working students greater access to senior high school education as well as employment opportunities and quality education while they are unable to enroll in college. At the same time, most of the schools engaged in SHS Modeling to accommodate overaged students.

To illustrate, the survey shows that 85.71 percent or six out of seven respondents said that most of their senior high school students are indigent or are very poor. At the same time, the same survey showed that 100 percent or seven out of seven respondents said that their students are mainly working students. In addition, 71.42 percent or five out of seven respondents said that most of the students are overaged students (see Figures 6, 7, and 8).

Figure 6: SHS with Indigent/Very Poor Students

Source: SEAMEO INNOTECH RSU Survey on ADM, 2013


Figure 7: SHS with Working Students


Figure 8: SHS with Overaged Students


The KIIs and the FGDs validate these findings. In most senior high school model schools like Sangley Point NHS in Cavite, Sum-ag NHS in Negros Occidental, and Palo NHS in Leyte, most of the senior high school student-respondents mentioned that they enrolled in the SHS Modeling Program because they are unable to enroll in college due to financial constraints but wanted to continue to study. They also said that they wanted to be able to work so they can save money to be able to study in college. Others simply wanted to go to work after finishing SHS to be able to help their families.



On the other hand, other TechVoc schools, such as San Pedro Relocation Center NHS in Laguna, Doña Montserrat Lopez Memorial NHS in Negros Occidental, and Merida Vocational School in Leyte, wanted to test their capacities and competencies as TechVoc schools in engaging in SHS Modeling.

Linkages

Initially, the SHS model schools held consultations with the Department of Labor and Employment (DOLE), the local government units (LGUs), and prospective industry partners to help determine the type of specialization that they could engage in. The LGUs were seen by the schools as their links to the industry partners. On the other hand, they sought advice from DOLE and the industries on the possible specializations that they could engage in while taking into consideration job availability in their area.

Partnerships of the SHS model schools with industries depended on the type of specialization that they engaged in. For instance, Sangley Point NHS – which engaged in security services – partnered with the Philippine Navy and the Philippine National Police (PNP) because these institutions specialize in sustaining maritime security in the case of the Philippine Navy and domestic peace and order in the case of the PNP.

On the other hand, the Bacolod City NHS partnered with the Negros Occidental Language and Information Technology Center since they saw this institution would be able to help enhance the skills of the students in their prospective call center work.

Because of their various specialization offerings, Doña Montserrat Lopez Memorial NHS established partnerships with different industries including Hawaiian Philippine Company, Mel Ken Restaurant, Baldevia Pension House, Sunburst Bay Resort, and Royal Am Rei Hotel.

In Leyte, the Merida Vocational School established a partnership with MAC Builders because it provided OJT and employment opportunities to SHS students that engaged in automotive services. They also partnered with Yakal Construction to provide OJT and job opportunities with the students under the Metals and Engineering Program.

In most cases, the partnerships of the SHS model schools with the industries were formalized through the signing of a Memorandum of Agreement (MOA). The MOA helped in clarifying the nature of the SHS Modeling Program and the roles and responsibilities of the partner institutions under the said program.


Curriculum Development

As provided under Item Number 4 of DepEd Order (DO) No. 36 series of 2012, “… the model schools are given the flexibility to innovate and develop their own curriculum based on the needs of students and demands of the local industries…”

On the other hand, Enclosure No. 1 to DO 36 series of 2012 provides that, “The Grades 11 and 12 Curriculum or the Senior High School Curriculum is based on two (2) tracks: For the academic track, the curriculum is based on College Readiness Standards given by the Commission on High Education (CHED). For the technical-vocational track, it is based on the learning outcomes and performance criteria stipulated in the Training Regulations (TR) of TESDA. Other specializations not found in the TR may be offered provided these address the demands of local industry and that the school has the qualified faculty and the facilities required.”

Most of the SHS model schools have a common academic curriculum, with a few additional specialized academic subjects that were selected based on the relevance to their TechVoc or entrep specializations. In consultation with DepEd, CHED and other HEIs, they align the academic curriculum with the General Education subjects in college to prepare the SHS students for possible entry to second year or third year college.

The academic subjects include core subjects such as English, Filipino, mathematics, science, social studies, and music, arts, physical education, and health (MAPEH). Two new subjects, literature and philosophy, were added based on the General Education Curriculum of CHED.

In San Pedro Relocation Center NHS, they offer 34 units of academic subjects for 43 hours, plus 300 hours of OJT per student. They explained that the academic subjects that they developed were designed to prepare the students for entry into third year college.

Additional subjects were determined based on their relevance to specializations. For instance, Sangley Point NHS included Political Science to their academic curriculum because they saw it as being relevant to their specialization on Security Service. They likewise added Taekwondo and Gun Safety and Firing as additional subjects to enhance the students’ knowledge and skills and build their confidence in security service.

In the survey conducted by RSU, only 28.57 percent or two out of seven respondents said that they had an academic program track. It should be clarified that all seven schools based on the interviews indicated that they had a core academic curriculum on top of the specializations that they offered. On the other hand, 85.71 percent or six out of seven respondents mentioned that they had a TechVoc program track.



Only 14.29 percent or one out of seven respondents said that its program was under Others (Bacolod NHS which offered call center services) (see Figure 9).

Figure 9: SHS Program Track


Capacity Development

The SHS Modeling school heads and teachers were oriented and trained on the K to 12 Program (i.e., key changes in secondary education, career pathways, and adjustments in time allotment per learning area) and SHS Modeling (i.e., pertinent provisions of DepEd Order 36 series of 2012 on the nature and objectives of SHS Modeling, roles and responsibilities of SHS model schools, and implementation scheme). In the case of San Pedro Relocation Center NHS and Merida Vocational School, the training programs were held in one day. The other SHS model schools did not indicate the number of days for their K to 12 Program and SHS Modeling training and orientation sessions. Most of the teachers have either earned their Master’s degree or some units. In some SHS model schools, the teachers also conducted their own researches to build their capacities and enrich existing learning materials.

SHS Modeling partners, such as the LGUs and the industries were likewise oriented on the K to 12 Program and SHS Modeling to prepare them for their roles and responsibilities under the program. The orientation sessions were usually held twice – half day during consultations and half day prior to the signing of MOAs. These sessions were also held whenever the SHS model schools would meet other prospective industry partners.


Certifications

Based on the RSU survey on ADM, 71.42 percent or five out of seven respondents said that they offered certificate of competencies, 85.71 percent or six out of seven respondents mentioned that they offered national certification provided by TESDA, and 71.42 percent or five out of seven respondents indicated that they provide SHS graduates with a high school diploma. Only 14.29 percent or one out of seven respondents (i.e., Doña Montserrat Lopez Memorial NHS) said that they gave an OJT certification and a certificate of training.

The observations on the type of certifications used were consistent with the number of schools that had TechVoc program specializations. TechVoc program schools usually provide NC I for junior high school and NC II for senior high school which are obtained by passing the assessment administered by TESDA.

Implementation ExperiencesInputs

Human resources

Different SHS model schools have different human resource requirements depending on their program strategies. With respect to SHS teachers, the schools usually employ those who have Master’s degree or units.

While some schools employ SHS teachers from their own faculty roster, other schools tap teachers from HEIs or their industry partners. Palo NHS is an example of a SHS model school that taps teachers from HEIs. On the other hand, Sangley Point NHS seeks the assistance of its industry partners including the Philippine Navy and the PNP in providing training.

Given that the school head is busy in overseeing the school’s day-to-day operations and the teachers are already swamped with their teaching load, some SHS model schools – such as Doña Montserrat Lopez Memorial NHS – hire a full-time industry coordinator to assist in tapping prospective industry partners, coordinate OJTs of the students, and facilitate the possible hiring of SHS graduates.

Doña Montserrat Lopez Memorial NHS also hires contractual teachers to address instances of unavailability of the designated SHS teachers.



Funding and facilities

Only two of the seven SHS model schools interviewed were given PhP 1 million each by DepEd for SHS Modeling since they were part of the original pilot schools. These include San Pedro Relocation Center NHS and Doña Montserrat Lopez Memorial NHS. They were able to use the said funds to purchase school facilities and equipment.

The rest of the SHS model schools did not receive the same funds because they were only identified later. Since the program is still in its modeling stage, there seems to be a confusion among the SHS model schools whether they could use funds from their maintenance and other operatingexpenses (MOOE) or not. Some SHS schools do not allocate funds from their MOOE for SHS Modeling, saying that they have not been programmed for such purpose.

As it is, most of the SHS model schools make use of whatever resources or facilities that the schools have. For instance, some schools alternate the use of classrooms for junior high school and senior high school students. One school even uses its computer laboratory to hold classes for SHS. Some cases were also reported that the teachers had to shoulder the expenses of the students who did not have money.

To help augment their financial requirements, the schools sought the assistance of some government officials, LGUs, and industry partners.

In Sangley Point NHS, one of its partner computer companies provided computer units for the SHS students. However, only 3 out of the 20 computers were actually functional.

In Bacolod City NHS, the city mayor provided funds for reconstructing the SHS classroom which had gotten burned down.

In Doña Montserrat Lopez Memorial NHS, a senator donated funds for the construction of a facility for Food and Beverage Service (FBS).

In Palo NHS, the mayor subsidizes the transportation fare of the students from the school to the OJT site.


Curriculum

The SHS model schools implement a curriculum that they developed in consultation with DepEd, CHED, HEIs and industry partners. Most of the SHS model schools have a common academic curriculum, with a few additional specialized academic subjects that were selected based on the relevance to their career pathway specializations. They align the academic curriculum with the General Education subjects in college to prepare the SHS students for possible entry to second year or third year college.

Among the core academic subjects are English, Filipino, mathematics, science, social studies, and music, arts, physical education, and health (MAPEH). Literature and philosophy were included based on the General Education Curriculum of CHED.

It is in the career pathway specializations where the SHS model schools differ. San Pedro Relocation Center NHS offers electronics, automotive, garments, and food technology. Sangley Point NHS provides specialization in security and peacekeeping. Call center services is the specialization of Bacolod City NHS. Sum-ag NHS offers agriculture as its career pathway. Doña Montserrat Lopez Memorial NHS provides specialization in electricity, shielded metal arc welding (SMAW), housekeeping, and food and beverage service (FBS). Tourism and information and communication technology are offered by Palo NHS as their specialization, and Merida Vocational School offers automotive service and metals and engineering as their career pathway.

Learning modules

As of SY 2012-2013, no instructional materials had been developed by DepEd for SHS Modeling. To compensate, the SHS model schools use the following learning materials:

• printedmodulesordigitizedresources–usedby83.33percentorfiveoutofsixrespondents

• printedtextorworkbooks–usedby66.66percentorfouroutofsixrespondents• onlineresources–usedby50percentorthreeoutofsixrespondents

See Figure 10 for the summary.



Figure 10: Learning Materials Used in SHS


Bacolod City NHS explained that they use reference books. Meanwhile, Doña Montserrat Lopez Memorial NHS clarified that they utilize tools, equipment, materials, ingredient, improvised materials, and multimedia.

Guidelines/Policies

Among the governing policies used by the SHS model schools in relation to the K to 12 Program and SHS Modeling are the following:

1) DepEd Order (DO) No. 36 series of 2012 entitled, “GUIDELINES ON THE 2012 IMPLEMENTATION OF THE SENIOR HIGH SCHOOL (SHS) MODELING IN SELECTED TECHNICAL AND VOCATIONAL AND GENERAL SECONDARY SCHOOLS UNDER THE K TO 12 BASIC EDUCATION PROGRAM;”

2) DepEd Order (DO) No. 71 series of 2012 entitled, “ADDITIONAL INFORMATION TO .AND CHANGES IN DEPED ORDER NO. 36, S. 2021;” and

3) Presidential Decree (PD) No. 42, as amended, entitled, “A DECREE INSTITUTING A LABOR CODE THEREBY REVISING AND CONSOLIDATING LABOR AND SOCIAL LAWS TO AFFORD PROTECTION TO LABOR, PROMOTE EMPLOYMENT AND HUMAN RESOURCES DEVELOPMENT AND INSURE INDUSTRIAL PEACE BASED ON SOCIAL JUSTICE,” particularly its provisions on apprenticeship with business and industries.


In the case of San Pedro Relocation Center NHS, they make use of DepEd Order (DO) No. 48 series of 2007 to be able to hire contractual teachers to help mitigate the lack of teachers. DO 48 series of 2007 authorizes TechVoc principals to hire contractual teachers.

Processes

Intervention programs for disadvantaged learners or SARDOs

The SHS model schools employed various intervention programs depending on the actual needs of the disadvantaged learners or SARDOs. In some cases, local officials may offer scholarship programs to deserving students. There is also the adopt-a-child program for teachers that can afford to support a student. The schools may also employ the Open High School Program (OHSP) or home visitation to address the limitations or constraints of some students. Among the SHS model schools interviewed, Bacolod City NHS, which has 39 OHSP students as of SY 2012-2013, has so far implemented the OHSP. Related to this, the learning material used may be modules or workbooks. For students that have financial problems, most of the SHS model schools implement a feeding, health, and nutrition program. The schools also encourage parents to support the students whenever possible.

Teaching methodologies

The SHS model schools applied various learning strategies and approaches depending on their preferences. For instance, 85.71 percent or six out of seven respondents said that they either apply face-to-face teaching, media-assisted teaching, or work-oriented teaching. On the other hand, 71.42 percent or five out of seven respondents said that they employ flexible learning, group or cooperative learning, or process-oriented learning. Generally, the schools make use of blended learning strategies, particularly the dual learning strategy, to harmonize academic learning and practical learning or skills development (see Figure 11).



Figure 11: Teaching-Learning Strategies Used in SHS


Student assessment

Based on the RSU survey, 100 percent or seven out of seven respondents make use of the traditional type of assessment for SHS students. Next to this, most of the respondents (71.42 percent or five out of seven) said that they conduct performance assessment to evaluate the students. On the other hand, 57.14 or four out of seven respondents mentioned that they use either portfolio or self-assessment in assessing the SHS students (see Figure 12).

Doña Montserrat Lopez Memorial NHS clarified that they apply skills test and demonstration in assessing their SHS students.

Figure 12: Type of Student Assessment Used in SHS



Output

Innovations

Among the SHS model schools interviewed, San Pedro Relocation Center NHS and Doña Montserrat Lopez Memorial NHS provide the most number of innovations, some of which include the following:

1) Establishing strong and sustained partnerships with LGUs, industries, and HEIs to help provide the needed assistance for the program.

2) As early as Grade 11, students undergo OJT by batches. This new practice was introduced in order to accommodate all and prevent congestion of trainees at the end of the SHS term. Apprenticeship was justified using the Labor Code.

3) The SHS students were screened through qualification tests, scholastic grades, and interviews.

4) The school is accessible to indigent students since it strictly implements a “zero collection” policy.

5) Students who are deployed in OJT are given consideration and flexible timeframe to comply with requirements. ICT was likewise used for consultation and added efficiency.

6) Use of real life scenarios, skill-oriented learning and treatment of students as adults motivate and challenge students to do well in school.

7) The school designated a teacher as industry coordinator, who had been in the industry for a long time. This facilitates the OJT of the students. Other functions include contracting on OJT terms, providing for mobility/transportation of OJTs, scheduling assessment and monitoring of OJTs.

8) SHSteachers have either Master’s degree or units. At the same time, they are NC II holders that were trained on K to 12 and TESDA training methodologies and competency assessment.

9) Some SHS teachers research and develop their own instructional materials to help enrich existing instructional materials

10) The hiring of contractual teachers help mitigate the lack of teachers. This is justified by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc



principals to hire contractual teachers. Fortunately, the Department of Budget and Management (DBM) approved the budget for contractual teachers.

11) The provision of laboratory access to SHS students by the Public Employment Service Office (PESO) augments the SHS model schools’ resource limitations.

Student tracking

As of 2013, the SHS model schools are yet to develop a system of tracking since all of their SHS students were only in Grade 11.

Challenges and Potentials

In accordance with the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013: Modeling for Senior High School (SHS) was implemented to simulate the transition process and provide concrete data for the transition plan following the guidelines set by the DepEd. The results of the SHS modeling experience in seven school monitored by SEAMEO INNOTECH may be considered in the nationwide implementation of the SHS program by SY 2016-2017.

The interviews with the seven SHS model schools revealed that they have encountered a number of challenges and potentials with respect to guidelines or policies, resources and LGU and parental support, awareness, and linkages.

Policy Guidelines

Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during the school monitoring visit in March 2013, some model schools found it difficult to immediately hire additional qualified teachers due to misinterpretation of policies on hiring such as the localization law. The IRR and other relevant laws that provide SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No. 48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.

In the case of SHS model schools that offer call center service (IT-BPO) as a specialization, they are faced with the fact that most call centers do not allow job immersion for high school students using the companies’ current facilities. Instead, they only provide on-the-job training for prospective call center agents and technical support staff who met the basic qualifications for hiring.


Other strategies such as providing separate training facilities inside the BPO or inside the school campus can be jointly explored by DepEd and TESDA, in partnership with LGUs, to provide alternative career exposure opportunities for students interested in BPO vocational schools.

Resources

Many challenges and concerns raised by the SHS model schools were resource-based. Funding constraints and other resource limitations could be addressed through sustainable financing and joint-parterships with concerned government agencies and private/business sector. Among the resource-related concerns are the following:

1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per student, school uniforms and other paraphernalia required by TESDA in the case of NC exam for security services as noted by Sangley Point NHS)

2) Transportation expenses of students who are undergoing their work immersion programs within the facilities of business and industries to develop skills which are aligned with industry requirements

3) Accommodation expenses of students who need to stay near their work-places for their job immersion purposes

4) Cost of insurance premium for SHS students who are undergoing their work immersion programs

5) Some of the SHS students do not have their own classroom. Some of them are using the school gymnasium or the library as classroom (e.g., Merida TechVoc School). In the case of Palo NHS, due to a rapid increase of enrollees, students from SHS and Junior High School are using the classrooms from the two-storey building on shifting. The first shift is from 6:00 - 3:00 pm and the second shift is from 10:00 am - to 6:00 pm. Other SHS students hold their classes in Leyte Normal University (LNU) but they have to travel for 23-26 minutes to reach LNU.

6) In some SHS model schools, there is insufficient number of computer units for SHS students. To address this, the LGU provincial office donated computers to Palo NHS to meet the desired student equipment ratio for SHS-ICT students similar to Junior High School which is 1:2.

7) Since SHS is to be fully implemented only starting in 2016, some of the SHS model schools have no budgetary allocation from its MOOE for SHS



Modeling. This situation forces the teachers to personally pay for some of the students’ requirements for the SHS Program. These expenses include photo copying of student worksheets, transportation, meals and accommodation particularly for the indigent students.

LGU support

Based on the interviews and the survey research, LGUs may provide various types of support to SHS model schools such as infrastructure support, financial assistance, technical assistance including provision of computer laboratory training, advocacy and promotion. While the SHS model schools are able to access such support from LGUs using the Special Education Funds (SEF), there are constraints under COA regulations related to purchases of equipment/gadgets for tech-voc trainings. Under COA rules, cost of any equipment valued at PhP 10,000 and above must be funded from a separate budget for capital outlays. There is therefore a need to further examine how the SEF can be maximized to augment the school’s limited MOOE capital outlay funds in terms of allocation and utilization.

Parental support

Parents-Teachers Association (PTA), based on the findings of the study, may help motivate students, provide financial support (e.g., transportation expenses), and assist in advocacy and promotion of the SHS Modeling Program. However, some parents are not convinced of the merits of the K to 12 education program, hence, the schools kept on advocating the program thru radio broadcast, posters, flyers and assembly meetings.

Awareness

DepEd needs to intensify a stakeholder approach in SHS program implementation, awareness building and promotion of the program in a collaborative way among the school, the LGUs, the industry partners, the HEIs, the parents, and the students. This will help counter resistance to the full implementation of K to 12 from other sectors.

Also interviews revealed that some SHS students were not properly guided on how they can participate in non-academic programs during the SHS program modeling. Some Grade 11 students expressed that there were no extra-curricular, co-curricular and other voluntary activities available for SHS to participate. They recalled that they were more actively engaged in co-curricular and extra-curricular activities during their Junior High School compared to SHS.


Linkages

One of the challenges with respect to linkages was on the possible mismatch between specialization and labor demand, particularly agriculture or crop production as a specialization. A case in point is Sum-ag NHS which has identified agriculture as a course to be offered for SHS because they have available teachers with agricultural education background. But, upon consultation with HEIs and industry groups, the limited potential in crop production will make it difficult for SHS students to obtain jobs, for the following reasons:

• Agriculture in their area seems to be declining in terms of importance and job demand.

• Sum-ag NHS teachers need to get an NC II specialization in agriculture in order to teach the specialized courses under the agriculture track. But such NC II specialization is only available in Cebu, Leyte, or Davao.

• There are no TESDA training regulations on college-based curriculum and instructional materials for both agricultural and academic subjects as of date of monitoring visit.

The school could not offier other trades in tech-voc for SHS modelling because in SY 2012-2013, the school does not have enough teachers with tech-voc specialization and facilities to support other non-agricultural trades.

On the other hand, Sum-ag NHS sees a lot of potential in fostering linkages between the school, higher institutions, government agencies (Department of Agriculture, Bureau of Fisheries and Acquatic Resources, Department of Agrarian Reform) and industries especially if the partnerships end up as being mutually beneficial for them. The school currently offers Science, Technology and Engineering Program (STEP), the Strengthened Technical Vocational Education Program (STVEP), and the K to 12 Basic Education Curriculum.



RECOMMENDATIONS(Moving Towards K to12 Implementation)

The following are the recommendations based on the findings of the study:

1. Guidelines/Policies

1.1 Regional and Division Offices may need to conduct orientation or refresher course on new and existing policies and revised/latest implementing guidelines affecting SHS program implementation to clarify issues such as hiring of SHS teachers, which may include the following:

Hiring of Tech-Voc Teachers or Instructors. DepEd Order (DO) No. 48 s. 2007 authorizes tech-voc high schools to hire contractual teachers or instructors whose honoraria shall be charged against the local school MOOE. Hiring of teachers will based on the minimum standards for a vocational subject teacher as outlined in item G of the Implementing Guidelines of DO No. 37 s. 2005.

Hiring of other Teachers. DepEd and private educational institutions shall hire other teachers who are willing to teach in basic education in areas where there is a shortage of qualified teachers, as may be relevant to the particular subject. This includes: 1) graduates of science, mathematics, statistics, engineering, music and other degree courses needed to teach in their specialized subjects who have passed the Licensure Examination for Teachers (LET); 2) graduates of technical-vocational courses to teach in their specialized subjects; 3) faculty of HEIs to teach in their general education or subject specialties; and 4) practitioners, with expertise in the specialized learning areas offered by the enhanced basic education curriculum.6

Ranking of Teachers. To support the SHS, it is recommended that the regional/division ranking of teachers be done upon request of the soliciting school, whenever possible following the new Implementing Rules and Guidelines of the Enhanced Basic Education Act of 2013 (R.A. No. 10533) which allows hiring of non-LET passers if they have the needed specialization. Ranking of teachers will be based on the following qualifications: TLE specialization, NC certification, and industry experience.

6 Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994. Sections 26, 27 and 28; Implementing Rules and Regulation of the Enhanced Basic Education Act of 2013. Hiring of Other Teachers, Section 13.


Other considerations may include experience as part-time teachers for academic subjects, as industry experts and university professors/graduates of science, math, technology and engineering courses since they have the latest/newest technology inputs.

1.2 Institutionalize the designation or hiring of industry coordinators for SHS model schools. Industry coordinators can significantly help in coordinating with existing industry partners and in tapping additional industry partners. They can also assist the SHS students in the preparation and conduct of their work immersion, particularly in ensuring the provisions of the MOA are being followed, and the synchronized implementation of the in-school and in-plant training, as reflected in the work immersion program, providing access for mobility/transportation of students, scheduling of assessment and monitoring attendance, performance and behavior of students/trainees.

1.3 Advise senior high schools to consider the following in selecting specialized tech-voc programs:

• Adequate and timely labor market information, both in terms of quantity and quality set by industries, especially in critical occupations and in areas where there is high demand;

• Identification of one or two jobs that can be readily offered by the schools as a pilot program/course;

• Availability of instructors-trainers who have the necessary competencies, education and training to teach the technology;

• Availability of basic technical facility and resources needed to teach and train students;

• Integration of a strong career guidance program to guide the students in selecting their preferred specialized track/electives;

• Availability of funds for the operating expenses of the school and supplemental funds particularly for tech-voc high schools; and

• Enhancement of the job or trade to attract students to consider it as their career.

1.4 Develop doable policies and strategies in support of the K to 12 program and to address the challenges in SHS implementation. Tech-voc qualification standards need to be responsive to area demand for employability. TESDA, DOLE and CHED can provide adequate and updated Labor Market Information (LMIs) for DepEd’s consideration to ensure relevance of the outcomes of the education system to labor market. For instance, DepEd and TESDA field offices can work together to identify the possible tech-voc qualifications to be offered in Grade 9 to Grade 12, on a per province basis, at the very least. These could be mapped out based on estimates on the number of students per grade level per qualification. The mapping takes



into consideration the possible TVIs that the DepEd schools can partner with.7

1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic education in all secondary schools offering SHS. The security and safety of students during their off-campus job immersion and work studies for instance is a great concern thus, teachers and/or school-industry coordinators need to closely monitor the students’ safety and off-campus learning activities.

Some model schools reported that SHS-techvoc students are required to have additional two hours of paper work and work immersion outside of their schools beyond eight hours. Work immersion under the SHS curriculum requires students to undergo eighty hours of hands-on experience for no more than eight cummulative or consecutive hours per day.8

Same with TESDA Guidelines on the Implementation of Dual Training System (DTS) Programs and Dualized Training Programs (DTP), the duration of the in-school and in-plant training under the DTP shall not be more than the duration of the registered program of the TVI.

1.6 Explore the adoption of Dual Training System (DTS) in partnership with public and private sectors. The dual vocational training system is an instructional delivery system of technical, vocational education and training that combines in-plant and in-school training based on a training plan collaboratively designed and implemented by an accredited dual system educational institution or training center and accredited dual system participating establishments.9

In the Philippines, GIZ/BMZ has been implementing the three-year ‘K to 12 PLUS project’ since October 2013 using the dualized vocational education and training in the context of the Philippine K to 12 education reform. This project is being done in partnership with private and public sector partners, such as the Philippine Chamber of Commerce and Industry (PCCI), Cebu Chamber of Commerce and Industry (CCCI), Philippine Business for Education (PBEd), DepEd and TESDA in piloting innovative dualized approaches to technical vocational education and training (TVET).

In this project, the company provides trainees with the practical part of the training for 3-4 days a week, whereas the vocational school delivers the

7 TechVoc Policy Implications of the K to 12 Enhanced Basic Education. TESDA Policy Brief.

8 Guidelines for Building Partnerships for the K to 12 Basic Education program. DepEd Order No. 40 s. 2015.

9 Guidelines in the Implementation of DTS and DTP. TESDA Circular No. 31 s. 2012.


theoretical part for the other 1-2 days. Depending on the profession, the dual training lasts between 2 to 3.5 years. Dual training aims to contribute to increased employment and income of youth and their families, and to match the needs of companies for mid- to high level qualified employees. The major activities include setting competency standards; providing training space for actual apprenticeships and competency assessment and certification. One of the key activities of the project includes establishing and managing TVET clusters in selected industry sectors, and mobilizing Filipino and German companies to engage in dualized vocational training. 10

1.7 Clarify the interpretation of policy on teaching hours among SHS teachers who are working outside the school premises beyond the standard eight hours teaching load. While the Civil Service Commission (CSC) rules that teachers should work for eight hours (six hours spent for teaching and two hours for other duties), SHS teachers in Palo NHS actually work beyond eight hours. The actual teaching is usually done during the 6:30 am to 3:00 pm period but most of the time, the SHS teachers have classroom teaching and learning activities outside school, hence, they stay until 4:00 to 5:00 pm. In the exigency of the service, teachers have to monitor students who are holding classes in a partner university, visit them during their educational tours and job immersion in business and industries, and assist them in case of emergency (e.g., landslide student-victims from Kananga). As such, SHS teachers work beyond eight hours outside the school premises without additional compensation.

The school principal sought to clarify whether SHS teachers can claim overtime pay for work performed outside the school premises due to their unique condition under the SHS program. Palo NHS had brought up the issue to the Regional and Division Office for verification and consideration. Hence, the DepEd Legal Office may need to review the guidelines for granting additional compensation for teachers. Moreover, relevant policies could be reviewed such as the following:

Magna Carta for Public School Teachers provides additional compensation for out-of-school activities. Notwithstanding any provision of existing law to the contrary, co-curricula and out-of-school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional compensation of at least 25% of the regular remuneration after the teacher has completed at least six hours of actual classroom teaching a day.11

10 Education and Training: Made in Germany. German-Philippine Chamber of Commerce and Industry.

11 Sec. 14, Republic Act No. 4670



DepEd Memo No. 291, s. 2008 stipulates that overtime pay can only be claimed for actual teaching and/or work performed withing the school premises. In the event of non-availability of funds, service credits shall be granted and one hour overtime work shall be 1.25 hours for purposes of determining the service credits.12

DepEd Order No. 16, 2. 2009 grants vacation service credits to teachers in lieu of additional compensation or overtime pay for actual classroom teaching in excess of six hours of actual classroom teaching and for work performed in excess of eight hours done within the school premises, shall be exclusive of the fifteen days limitation under DepEd Order No. 53, s. 2003.

This Order reiterated that the mechanism for the additional two hours work done by teachers outside of the school premises shall be agreed upon by the principal with the teachers, parents and students, preferably through the School Governing Council or any established mechanism for school-community partnership. However, it is not clear whether the teacher can claim for overtime pay in rendering service outside the school premises.

As per DepEd Memo 291, s. 2008, specific guidelines shall be formulated at the school level taking into account the unique conditions in schools such as the shifting of classes, if applicable, the availability of faculty rooms, classrooms and teachers, and the nature of the teaching-related duties to be given priority.

1.8 Promote use of student government/councils as a mechanism to support the SHS program. For instance, the student council may be tapped to support the orientation on co-curricular and extra-curricular activities that are conducted for incoming SHS students.

2. Sources of Funds

The resource-based challenges and concerns could be addressed through sustainable financing and joint partnership agreement with concerned government agencies (DepEd, TESDA, LGUs, DOLE, business and industry partners) so that indigent and other deserving SHS students may be given financial assistance.

2.1 Provide sufficient budgetary support for additional classrooms, training facilities for hands-on activities and equipment such as LCD projectors and laptops, and learning materials of the SHS students. To address this issue, DepEd had increased the allocated funds from maintenance and other

12 Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for Public School Teachers.


operating expenses (MOOE) by providing TechVoc Funds which amounts to PhP 1 million per school, or by requesting for financial or in kind support from local government units (LGUs) or the business sector. However, when the school monitoring visit study was conducted in 2013, most non-techvoc schools have not yet received the additional MOOE funds.

2.2 Ensure timely release of funds and conduct orientation-briefing on new guidelines to be developed on the utilization of financial assistance for the implementation of SHS under the K to 12 Basic Education Program. This will enable schools which are ready to offer SHS by SY 2016-2017 (But have insufficient resources) to accomplish their school improvement plan such as provision of capital requirements to support the various career tracks/NC specialization.

2.3 DepEd may need to discuss with TESDA the following propositions:

• For TESDA to consider waiving their fees for the competency assessment especially for the poor but deserving SHS students who are enrolled in the techvoc track as a means to motivate them to complete their in-school training and industry immersion.

• For DepEd and TESDA to jointly review the polices regarding standard costing for competency assessment activities to make it affordable for all techvoc SHS students.

• Continue/Adopt the modified TESDA assessment scheme, a.k.a., National Competency and Certification Program (NatCAC) in SY 2012-2013, to support the Strengthened Tech-Voc Program (STVEP) of DepEd for graduating students with various specializations from 282 nationally recognized tech-voc secondary schools under the SHS modelling program to further support the certification program for all deserving SHS students. Funds for this purpose were charged to the fiscal year (FY) 2012 Tech-Voc Continuing Appropriations, and downloaded to the School Division Offices (SDOs) with tech-voc secondary schools under their jurisdiction.

A joint administrative guidelines on the availment, release, utilization, and liquidation of the downloaded funds for NatCAC may be issued by DepEd, DBM and TESDA to support the SHS program beginning SY 2016-2017.

• During the transition period, DepEd, TESDA and DBM may need to revisit the financing policy framework for granting scholarship to high school students to cover the assessment fees for national certification/



certificate of competency (NC/COC) with the end in view of optimizing the use of government resources for education, to be covered by a joint administrative issuance.

2.4 Clarify the process of funds disbursement for the implementation of the national competency and certification to address the bottlenecks in the release of funds to schools.

Based on DepEd Order No. 18, s 2013, funds for the implementation of the National Competency and Certification 2013 Program, or the NatCAC, shall be charged to the FY 2012 TechVoc Continuing Appropriations, which will be downloaded from the DepEd Central Office to DepEd Division Offices. NatCAC 2013 Program was designed to ensure the smooth implementation of the competency assessment for tech-voc secondary schools using the TESDA-prescribed rate at PhP 550 per student per qualification. According to the guidelines, the DepEd Division Office will pay the TESDA-accredited Assessment Centers (ACs) based on the list of graduating students by school.

The Division Office will also pay the TESDA Provincial Office the amount of PhP 50 for each passer of National Certificate (NC) or Certificate of Competency (COC). However, the transportation and other incidental expenses with regard to the assessment shall be shouldered by the students themselves or can be sourced out from local funds.

To speed up the release of MOOE funds to schools, DepEd has issued D.O. No. 12, s. 2014 regarding the Implementing Guidelines on the Direct Release of MOOE Allocation of Schools to the Respective Implementing Units (i.e., elementary/ secondary schools and school division offices).

2.5 Examine the management of Special Education Funds (SEF) in terms of priority allocation and utilization in order to maximize LGUs’ support for SHS under the K to 12 education program.

The SEF is a sustainable source of financial resources that are earmarked for the basic education sub-sector which comes from an additional one percent tax on real property that LGUs are mandated to impose and collect.13

As such, DepEd, DBM and DILG may need to discuss how the SEF can be tapped to augment government funds for the nationwide implementation of SHS program effective SY 2016-2017. One possibility is to delineate the allowable expenditures to be charged against the SEF and those that are not allowed to avoid confusion regarding priorities in SEF expenditures. A joint circular may be issued to clarify the allocation of SEF expeditures in Section

13 R.A. 7160 Local Government Code of 1991


100 of the Local Government Code, which states that, “The annual school board budget shall give priority to 1) construction, repair, and maintenance of school buildings and other facilities of public elementary and secondary schools; 2) establishment and maintenance of extension classes where necessary; and 3) sports activities at the divisiion, district, municipal, and barangay levels.

2.6 Verify the application/allocation of proceeds of the additional one percent tax on real property accruing to the Special Education Funds (SEF) in the purchase of capital outlays for SHS program.

Section 272 of the Local Government Code specifies that the SEF shall be allocated for the operation and maintenance of public schools, construction and repair of school buildings, facilities and equipment, educational research, purchase of books and periodicals, and sports development as determined and approved by the Local School Board. By verifying the allocations of SEF with DILG and COA, the issue of charging purchases of equipment/gadgets against the MOOE for SHS career tracks may be addressed using the SEF of the local government.

3. Capacity Building

3.1 Provide skills training to build the capacities of SHS teachers. These training programs include TESDA training for the specialization subjects that they will teach, in-school training and orientation sessions on new curriculum for academic subject and career pathway teachers, and leadership training for school heads and SHS/industry coordinators on how to properly administer and implement SHS Modeling. They should also be given scholarship opportunities by TESDA to improve their technical competencies and their perspectives/styles in teaching SHS students.

3.2 Conduct training for career advocates (class advisers and parents) on career guidance and counseling/coaching to equip them with necessary knowledge and skills to guide SHS students in choosing their career paths/tracks based on informed decisions.

4. Linkages

4.1 Encourage and promote multi-stakeholder partnerships between the academe, the industries, and national and local government institutions. Building strong linkages provides access to accredited Technical Vocational Educational Training Institutions (TVET) trainers, equipment and facilities, workshops, training, seminars, resource materials, etc. At the same time, the partnerships



can help mobilize financial and other related resources needed to sustain SHS program implementation. Requirements for learner assessment and qualifications, and job immersion, among others, could be addressed through the following partnerships:

Working together with HEIs provides clarity and direction in the needed academic subjects and types of assessments for learners in order for SHS students to be at least at par with freshmen and sophomore college students.

Developing the curriculum hand-in-hand with TESDA helps spell out the requirements for career pathway qualifications to improve the chances of SHS graduates in getting jobs.

Coordinating with DOLE through the Public Employment Service Office (PESO) facilitates employment to deserving students and out-of-school youth from poor families during summer and/or Christmas vacations to enable them to pursue their education under the Special Program for Employment of Students and Out-of-School Youth (SPESOS) with IT-BPO and other private companies.14

Tapping the LGU resources and linkages provides additional experts for speakership, tutorship, career coaching, job immersion, and generate personal donations from them that would help subsidize transportation costs, rent fees, testing fees, and uniform and paraphernalia.

Encouraging the business enterprises/industries to support the SHS immersion upon registration and/or renewal of their business permits with LGUs. This may involve the provision of a separate service-facility for job immersion inside the business premises through a joint agreement. The work immersion facilities must conform with the rules and regulations of DepEd, TESDA, DOLE, CHED and other relevant government agencies, and other regulations provided by law on safety, appropriateness for learning, and availability of facilities and equipment.15

4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected, particularly the indigent students in public schools as specified under Section 30.1 of the Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013 (R.A. 10533).

14 R.A. 7323 Special Program for the Employment of Students and its implementing rules.

15 DepEd Order No. 40, s. 2015 Guidelines for Building Partnerships for the K to 12 Basic Education Program.


4.3 Operationalize the guidelines on K to 12 partnership building activities with individuals and organizations who are willing to support the SHS program and to strengthen DepEd’s capability to offer SHS.16

5. Curriculum Development

5.1 Incorporate a strong career guidance component in the curriculum, coupled with ardent counseling from the Guidance/SHS Counselor, beginning at Year 10, to guide students in selecting their preferred specialized track/electives.

5.2 SHS model schools in coordination with DepEd, CHED and other HEIs, and TESDA need to review the planned SHS curriculum and incorporate lessons learned from its SHS Modeling experience. There is a need for greater flexibility in the implementation of the said curriculum, particularly in adopting General Education (GE) subjects from college, hiring of SHS teachers, trainers from industry partners and coordinators, allowing academic subjects to be credited in college, and using flexible delivery options (e.g., OHSP) for students who cannot attend school regularly due to work commitments. As recommended by some of the SHS model schools, flexible time may be applied, for example, to self-paced working students to allow them to complete their academic requirements. Learners and instructors may meet once or twice a week as they may agree on.

5.3 Adopt the best practices of SHS model schools with respect to curriculum development. This includes aligning academic subjects with knowledge relevant to career pathways, utilizing general education subjects from college, maximizing options for dual credit in partnership with HEIs and TESDA, and providing ample number of units and hours needed to complete the core and specialized learning areas.

5.4 Technical-vocational skills alignment should be subject to labor market priorities and not driven by supply. Schools might overlook the importance of checking whether tech-voc programs could address the labor requirements of the community and simply ensure that the graduates could contribute to the local economy. As such, schools may be producing skilled graduates but there may not be enough business enterprises to employ them in within the community. This may result in underemployment and school-industry mismatch, which may lead to manpower displacement and migration of graduates for employment in other communities.

16 DepEd Order No. 40, s. 2015 K to 12 Partnerships, and R.A. 8525 Adopt-a-School Program Act.



5.5 Review/Adapt/Modify TESDA’s existing training programs (as best practices) which aim to encourage and support indigent but deserving students to specialize on tech-voc courses designed for critical and high-demand occupations in specific sectors. Such programs include:

• The Special Training for Employment Program (STEP) is designed to address specific needs of the communities and promote employment through entrepreneurial, self-employment and service-oriented activities. STEP offers free training, competency assessment, and provides scholars with starter toolkits and training allowance (PhP 60/day) during the program duration. This allowance is directly released to the scholars at the end of training which they may use as a seed capital to start with their livelihood undertakings.

• The Training for Work Scholarship Program (TWSP) consists of course offerings which are designed to support rapid and sustained economic growth to key employment generators. The TWSP scholars are entitled to free training and assessment.

5.6 Provide SHS students more exposure to hands-on learning activities to facilitate skills development and application of knowledge, attitude, skills, and values.

5.7 Promote the use of flexible learning opportunities through self-instructional materials given that some SHS students may need to spend time contributing to their families’ livelihood. Students could study auxiliary subject matter via self-instructional modules and only report to school periodically for practical activities (e.g., laboratory work in science), skills training and completion of assessment tasks. This would reduce the strain on SHS classroom-based facilities. Experiences of SHS model schools that also integrated its OHSP into their SHS program need to be carefully studied for possible replication and upscaling.

5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative, Inc. or OCCI) to secure their protection for their mobility during the dual training program, apprenticeship, or job immersion program.

5.9 Learner assessment and certification maximize links with TESDA certificate mechanism and also HEIs for cross credit recognition and recognition of prior learning (RPL). The ladderized curriculum of the K to 12 Program makes it more crucial for SHS schools to closely work together with TESDA to ensure that the SHS students will be able to complete their career pathway competencies and certification. At the same time, collaboration with the HEIs facilitates the crediting of SHS academic subjects in preparation for the SHS students’ entry to college.


5.10 Sustain the formation of Technical Working Groups (TWGs) and the conduct of consultations because these provide guidance and areas for cooperation in sustaining SHS program implementation.

5.11 DepEd, in partnership with CHED, TESDA and DOLE, need to draft the training regulations and qualification standards for all SHS programs. Ideally, every school should identify its field of specialization in at least four trades to allow students to focus on their career choice.

5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness, values, and attitudes since these are priority competencies of business firms and industries.

6. SHS Program Management

6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program, however, will lie on the political will and capcity of the school principal to implement education reforms.

Enhance consultation with school principals to guide the policy

formulation on SHS implementation especially those who were able to successfully produce SHS students after the SHS modelling. Based on their implementation experience, DepEd can draw lessons and insights on how to address the issues and concerns on SHS management and the essential support systems/structures.

A competency-based capacity-building program for all SHS principals need to be developed by DepEd in consultation with TESDA and CHED toensure that all authorized SHS will be able to effectively lead, set-up and manage the nuances and complexities of the additional two years in secondary education using enabling support systems and networks.

6.2 The Schools Division need to monitor the SHS so that they would know what is happening in SHS modeling, what works, and what else could be done to improve the management of SHS programs.

6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy for SHS implementation, strengthen the first 140 tech-voc schools to lead and guide the 40,000 public secondary schools as they serve as model schools or training centers for SHS. DepEd should allocate funding to model SHS schools



to build their capacities as leader schools in every region before the SHS is done massively by 2016. If possible, there should be at least one SHS model school per province or one high school offering the SHS program in every municipality.

6.4 DepEd together with TESDA, CHED and other relevant stakeholders need to develop a long-term plan on career guidance and counseling advocacy to strengthen the SHS program implementation by SY 2016-2017 onwards. This will effectively help students to decide on the selection of career tracks and complete the SHS program.17

17 Rule V. Career Guidance and Counseling Advocacy, IRR of the Enhanced Basic Educa-tion Act of 2013.


PROFILES OF MODEL SENIOR HIGH SCHOOLSSan Pedro Relocation Center National High SchoolBackground

San Pedro Relocation Center National High School (SPRCNHS) is a public technical-vocational high school located in San Pedro, Laguna, that offers electronics, automotive, garments, and food technology as specialization or career pathways for their SHS Modeling Program. It started as a general high school for relocated low-income families before it became one of the APEX (Applied Academics for Excellence) pioneering schools in the country. As an APEX school, it was recognized as one of the 282 technical-vocational schools in the country that implements the Strengthened TechVoc Education Program (STVEP). Now, it is one of the Senior High School model schools. It has 544 SHS students, including 295 male students and 249 female students as of SY 2012-2013.

Pre-implementation

Prior to the implementation of the program, the students and teachers were oriented on the K to 12 Program and SHS Modeling. Consultations with colleges and industries were also conducted. Parents likewise attended the fora. After understanding that it was advantageous for their children to go to SHS, the parents became amenable to the K to 12 Program and the SHS Modeling. They were also given orientation about the on-the-job training requirements. To get the support of parents and other stakeholders, the school had to bring out the actual situation, letting them understand their significant role in achieving the school vision of improving the quality of education in the country.

The school was given autonomy in designing the curriculum and implementing the SHS; only monthly reports on SHS are being submitted to the DepEd Schools Division. Students are categorized by career interests (71% are college-bound based on school survey and 29% are geared towards TechVoc careers).



1. Curriculum

SPRCNHS designed its own SHS curriculum in consultation with businesses and industries as the end users of the program. This practice started in early 2000 when the school was developing Project APEX for Laguna. The core curriculum as well as the TechVoc and entrepreneurship subjects were developed by the Technical Working Group on Curriculum Planning. The curriculum was designed in such a way that after finishing Grade 12, students would be able to go to third year in college. Thus, all general education subjects of the four partner colleges, together with OJT in industry of the area of specialization of the learners, comprise the SHS curriculum. Some SHS students even claim that they were ahead of their batchmates who are in college in terms of learning.

For the junior high school, students of Grade 7 must explore four to eight technical competencies including hard trades such as automotive, electricity, civil technology, plumbing and welding. The field of specialization starts in Grade 8. Grades 7 and 8 are considered exploratory and offer enough time for hands-on compared to a regular TLE in the old (i.e., Revised Basic Education Curriculum or RBEC) curriculum.

For the SHS, Grade 11 students in SPRCNHS take 34 units of academic subjects for 43 hours in the first semester and 32 units of academic subjects for 41 hours in the second semester. As a basic industry requirement, 300 hours of OJT have to be rendered by the students and to be finished within second semester in Grade 11 and second semester in Grade 12 (see Tables 16 and 17).

Table 16: Curriculum for Senior High School, SY 2012-2013, SPRCNHSGrade 11, First Semester

Course Code Descriptive Title Unit Hours/Week

English 101 Oral/Speech Communication

3 3

Filipino 101 Komunikasyon sa Akademikang Filipino

3 3

Math 101 College Algebra 3 3Natural Science 101 Life/Biological Science 3 3Contemporary Issues 101 Social Studies 2 2PE 101 Gymnastics & Physical

Fitness2 2



Social Science 101 Gen. Psychology with Drug Addiction

3 3

Literature 101 Philippine Literature 3 3Statistics 101 Business Statistics 3 3Entrep 101 Entrepreneurial

Management3 3

TechVoc 6 15Total Units 34 43

Source: San Pedro Relocation Center National High School, 2013

Table 17: Curriculum for Senior High School, SY 2012-2013, SPRCNHSGrade 11, Second Semester


Prereq-uisite

English 102 Writing in the Discipline 3 3 English 101

Filipino 102 Pagbasa at Pagsulat Tungo sa Pananaliksik

3 3 Filipino 101

Math 102 Plane & Spherical Trigonometry

3 3 Math 101

Environmental Science 102

Environmental Science 3 3

Logic 101 Logic 3 3Literature 102 World Literature 3 3 Lit-

erature 101

Computer 101 Computer Tech w/ MS Office 3 3Entrep 102 Retail and Advertising

Management3 3 Entrep

101PE 102 Rhythmic Activities 2 2TechVoc 6 15Total Units 32 41

Source: San Pedro Relocation Center National High School, 2013

For Grade 12 students, they are required to take 28 units of academic subjects for 37 hours in the first semester and 25 units of academic subjects for 34 hours in the second semester (see Tables 18 and 19).



Table 18: Curriculum for Senior High School, SY 2012-2013, SPRCNHSGrade 12, First Semester


Prereq-uisite

English 201 Public Speaking 3 3 English 102

Filipino 201 Retorika (Masining na Pananaliksik)

3 3 Filipino 102

Social Science 201 Introduction to Sociology 3 3 Social Science 101

Physical Science 201 Physical Science 3 3Humanities 201 Art, Man & Society 3 3Philosophy 201 Philosophy of Human Being 3 3

NSTP 1 National Service Training Program

2 2

PE 201 Dual Sports 2 2

TechVoc 6 15

Total Units 28 37Source: San Pedro Relocation Center National High School, 2013

Table 19: Curriculum for Senior High School, SY 2012-2013, SPRCNHSGrade 12, Second Semester


Prereq-uisite

English 202 Technical Writing 3 3 English 103

PhilGov 202 Philippine Politics, Government, & Constitution

3 3

Rizal 101 Life and Works of Rizal 3 3

Social Science 203 Society and Culture w/ Family Planning

3 3 Social Science 102

Economics 204 Economics & Taxation 3 3PE 202 Group Sports 2 2

NSTP 2 National Service Training Program

2 2 NSTP 101

TechVoc 6 15

Total Units 25 34Source: San Pedro Relocation Center National High School, 2013


Open system or flexible learning is allowed in consideration of those undergoing OJT. For instance, those training for office work only come to class once a week during their day-off. To be able to catch up, they rely on modules which are given every Saturday and/or Sunday. In other instances, ICT is used to communicate with the teachers and to obtain additional learning materials.

2. Learning Resources

Library and reference materials are available for SHS students. Through the PhP 1 million granted to the school, facilities and equipment such as TV were purchased for the SHS Modeling Program. Regular classes were converted to SHS-TechVoc classes with 1:25 class size. The school ideally needs 48 classrooms and eight workshops including one building for welding class/welding booths. The school estimated that it would cost them PhP 5 million per workshop to build the lavatory, handwashing area, electrical requirements and be fully equipped with machines. The school would need PhP 4.8 million to upgrade its electrical requirements. Further, welding and electrical technologies would require high cost of electricity bills and consumables (e.g., welding rod and equipment).

The school has 14 teachers for TechVoc programs but they need two teachers for every specialization. The school has a temporary appointment for a licensed engineer to teach TechVoc.

3. Linkages

A MOA was signed by the school, the four HEIs, and 294 industry partners for the SHS Modeling Program. After completing Grade 12, SHS students will still take the college readiness test as part of the MOA with HEIs. But the agreement stipulates that all Grades 11 and 12 units will be credited to HEI programs and NSTP. The MOA also grants the school the authority to use the HEI grading system to avoid problems in crediting their SHS units in college. In this set-up, the HEI allows the school to download the first and second year college subjects to be taught in SHS.

It was noted that businesses and industries have a high demand for technical drafting using AutoCAD which is being taught in Grade 11.

The local government was likewise significantly involved in the K to 12 Program since the mayor became the link between the industry and the school. The mayor has the authority to call for a meeting with businesses and



industries to support the SHS program. According to the school principal, in reality the LGUs have more funds than the national government to support education projects.

Learning Outcomes

Each student can get at least two to four qualifications upon completing the SHS. March 2013 saw the deployment of 56 students in IT-related services in government and private institutions beginning with the Philippine National Bank and Land Bank of the Philippines. Eighteen percent (18%) of the 56 OJT students are now gainfully employed as working students in various industries (i.e., welding, IT services) in Laguna after passing the NC I and II assessments.

Good Practices

SHS Program Management:

The school is accessible to indigent students since it strictly implements the “zero collection” policy.

APEX and TechVoc exposure and international experience, plus the open-mindedness of the school head, facilitated the piloting of SHS in the school.

The SHS students were screened through qualification tests, scholastic grades and interviews. Starting Grades 9 and 10, the students will learn the basics of entrepreneurship as a separate subject, for example commercial cooking. By the end of Grade 9, students will be required to submit a business proposal signed by their parents and/or their business partner from the community. They will implement their business proposal in Grade 10. However, based on experience, some proposals are rejected if the parents could not provide financial support.

On-the-Job Training:

As early as Grade 11, students already undergo OJT by batches. This new practice was introduced in order to accommodate all and prevent congestion of trainees at the end of the SHS term. Apprenticeship was justified using the Labor Code. OJT has to start early in October 2012 and send 10 students per batch because not all industries can accommodate all OJTs during summer. The OJT schedule is done on semestral basis which is patterned after the HEIs. For Grade 10 OJTs, the assessment is done by the end of February or March to get NC II certification.


The school designated a teacher as industry coordinator, one who had been in the industry for a long time. This facilitates the OJT of the students. The coordinator’s functions include contracting on OJT terms, providing for mobility/transportation of OJTs, and scheduling assessment and monitoring of OJTs. Students who are deployed in OJT are given consideration and flexible timeframe to comply with requirements. ICT was likewise used for consultation and added efficiency.

Assessment:

The school is now an assessment center because they have a pool of TESDA-accredited assessors and trainers. Hence, students from private TVET institutions can go to SPRCNHS for assessment at a cost of PhP 500 per student. This provides another source of income for the school.

SHS Teaching and Learning:

The hiring of contractual teacher helps mitigate the lack of teachers. This is justified by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc principals to hire contractual teachers. Fortunately, the DBM approved the budget for contractual teachers.

The use of real life scenario and skill-oriented learning, and treatment of students as adults motivate and challenge students to do well in school.

The school sustained quality provision of learning by designating teachers with Master’s degree as teachers for SHS. The school hired on a contractual basis 17 teachers who are presently teaching in Polytechnic University of the Philippines (PUP).

Challenges

The SHS teachers are not trained in TechVoc courses. One of the challenges identified by the school is that the Grade 11 students are not encouraged to join extracurricular activities. There is also a need to improve the 2:1 ratio of personal computer (PC) per student. Teachers also required one laptop and one LCD projector for teaching.

Getting autonomy from the Schools Division to allow the school principal to fully innovate without restraint is a big challenge. There is a need to apply school-based management (SBM) approach to provide the school with greater autonomy to manage the SHS program with full trust and confidence in the accountable school administrator.



The Localization Law in the hiring of teachers prevents the school from hiring the qualified teachers. The school needs additional 42 teacher items but they could not hire technology teachers within the Schools Division. They can hire from other provinces but under the Localization Law, the first priority is to look for its own incumbent employees. There is a great problem in hiring teachers for SHS because the ranking of applicants at the regional/division levels is done only once a year and fresh graduates are not included. The school currently needs 10 new teachers for SHS.

Recommendations

Based on the interviews conducted, the following are the recommendations to help improve SHS implementation:

SHS Faculty:

Skills training to upgrade the competencies of SHS teachers should be conducted for one year per area of specialization and the needed equipment should be made available for students.

Every SHS offering TechVoc programs must create an item for industry linkage coordination.

The Localization Law on the hiring of teachers should be amended as this prevents the school from hiring qualified teachers. Regional/Division ranking of teachers must be done based on time requested by the school. The Professional Regulations Committee (PRC) should provide temporary assignment of fresh graduates of science, mathematics, technology and engineering courses who are qualified to teach in SHS for they have the newest/latest technology inputs. There should be a policy on hiring teachers for provisional appointment. But for those teaching in TLE, the NC qualification and industry experience are important. Another way is to allow industry partners and university teachers to teach part-time in SHS.

Job Immersion:

A mechanism to credit working student’s work experience should be provided. This would help spare the working students from being required to undergo OJT on top of their regular job. There should be clear policy guidelines on OJT because not all provinces have business and industry partners. Insurance contract and transportation allowance (i.e., 75% of minimum wage) for OJTs must be provided by industries under a MOA.


Dual training system should be adopted by SHS model schools. This would help make academic subjects taught in schools relevant to career pathways. At the same time, it could help enhance the capacities and employability of SHS students by allowing them to undergo industry immersion.

SHS Program Management:

Application of school-based management (SBM) approach (DepEd Order No. 48) could provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program lies in the political will of the school principal to implement education reforms. But the school policies (i.e., BESRA) are not truly decentralized to allow schools to have some flexibility in conducting regular classes for SHS (e.g., ADM application such as Open High School Program). Also, the practice of reshuffling school principals is not necessary if the school head is performing well.

Monitoring of SHS should be done by the Schools Division so that they would know what is happening in SHS modeling; however, the Division has no specialized staff to do this work.

In reality, not all public secondary schools can offer SHS. As a macrostrategy for SHS implementation, the 140 TechVoc schools should first be strengthened to enable them to lead and guide the 40,000 public secondary schools as they serve as model schools or training centers for SHS. DepEd should allocate funding to model SHS schools to build their capacities as leader schools in every region before the SHS is done massively by 2016. If possible, there should be at least one SHS model school in each province or one high school offering the SHS program in every municipality.

On SHS Curriculum Development:

DepEd, in partnership with TESDA and DOLE, should draft different training regulations for the K to 12 SHS program. As a policy, every school should identify its field of specialization in at least four trades to allow students to focus on their career choice.

SHS model schools should focus on work values and attitudes because this is a priority requirement of business and industries. This should be taken into consideration by DOLE. Getting NC I and II certification is secondary but likewise important in measuring the level of proficiency and readiness of students for the world of work.

TESDA should design an accreditation program for SHS model schools to enable them to offer NC III and IV. This would be possible if the junior high school is already offering skills that qualify students to earn NC I and II.



The TLE programs for Grades 7 to 10 should be limited from 23-24 TLE programs to two specialized programs by the end of junior HS and two to three specializations for SHS students.

On Funding Support:

The assessment fees for TESDA should be shouldered by the School Division and not by schools. OJT should be covered by TESDA if the school is given the fiscal autonomy to encourage students to undergo industry immersion.

GAA funds disbursement should be released directly to schools and not through several channels. But effective 2013, the new DepEd Memo Order stipulates that K to 12 funds will have to be downloaded from the Regional Office and Schools Division to TESDA before it goes to the school level.

The school actually needs PhP 1.5 million per year for the assessment but as of the moment, no funding support is being provided by DepEd Central Office. As such, the school is paying for the assessment fees using their available funds.

The SHS students should be trained to become technopreneurs as practiced in Science High Schools where they have to make a feasibility study anchored on their field of specialization. But this is expensive and would require more funding support.


Sangley Point National High SchoolBackground

Sangley Point National High School (NHS) is a general public high school located in Cavite City, Cavite, that offers security and peacekeeping as specialization or career pathways for their SHS Modeling Program. The school has 34 SHS students, including 27 male students and 7 female students as of SY 2012-2013.

The school was identified for SHS Modeling because it was deemed as a special high school for military services skills development. It was also chosen because it is strategically located within a naval base and because of the industries surrounding the school.

Pre-Implementation

To prepare for SHS Modeling, the school head and teachers conducted a series of meetings with naval officers as well as exploratory talks with DepEd and the Philippine Naval Fleet. It was determined that the Navy’s participation in the SHS Modeling would come from the conduct of training sessions to be done by the Naval Sea System Command (NSSC).

Establishment of SHS Modeling in Sangley Point NHS

As a result of the series of meetings and exploratory talks conducted, an agreement was reached to form a technical working group to help develop the curriculum. The SHS Modeling in Sangley Point NHS was envisioned to be based on the training regulations (TR) of TESDA.

A partnership was made with the Philippine National Police (PNP) because many of the skills would come from the expertise of the PNP, notably security services. The school also coordinated with TESDA to help provide SHS students with skills on appliance repair.

Subsequently, a MOA was signed to define the roles and responsibilities of agencies concerned with SHS modeling, namely, the school, industry partners, Philippine Naval Fleet, and PNP. The task of the Philippine Naval Fleet was to provide equipment,



facilities, and an instructor. It was also stipulated under the MOA that there would be a need to build the capabilities of the instructor.

The school also sought the assistance of a HEI, particularly San Sebastian College of Cavite City. This school helped them obtain consolidated prospects from different universities.

Skills development, SHS teachers, and some observations on SHS students

Aside from security service, students under the SHS program learn PC hardware servicing. They are able to apply this skill in the repair and maintenance of their computers at home. At the same time, they can earn from the use of their skills when they are hired to repair and maintain other computers.

With respect to the teaching of academic subjects, the school strives to ensure and maintain the quality of teaching by employing teachers who are either MA graduates or have earned minimum MA units.

The teachers observed that the SHS students, compared to high school students in the lower batch, learn faster with respect to learning application and are more enthusiastic in studying the applied portion of their academic subjects.

Advocacy/promotion of SHS Program

To advocate and promote SHS modeling in the school, the school head and teaching staff held meetings with parents and barangay officials and their constituents. In these meetings, two concerns were surfaced: that those students who became interested in the SHS program and wanted to continue studying did not have the means to enroll into college, and that among these students were children and nephews or nieces of soldiers. In the case of Sangley Point NHS, they offered a course on security services, which the teachers said was comparable with the course on criminology in college. This was in contrast with the specialization of San Sebastian College, which includes mass communications, hotel and restaurant management (HRM), and tourism.

Plans to improve SHS implementation

To help improve the implementation of its SHS program, the school plans to administer an entrance exam for the selection of students. This plan is based on the school’s observation that some students later backed out from the program because they were not interested in military or security service.


On the other hand, they also see the importance of administering TESDA’s entrance or assessment exam to help provide TESDA certification in the hope that students will work in security or military service.

Challenges

One of the main challenges of the school is how to make the financial cost of taking the TESDA examination affordable. With 32 SHS students and PhP 550 exam fee per student, it would cost a total of PhP 17,600 for all the students to be able to take the exams. DepEd has so far manifested that they will help shoulder the expenses. At the same time, the school has sought the support of the Division Office for additional funds. Also, the school is looking into how to provide the students with the uniforms and paraphernalia that are required by the TESDA. It would also incur financial expenses for the students to be able to obtain the said uniforms and paraphernalia.

Since SHS is to be fully implemented starting 2016, the school also has no budgetary allocation from its MOOE for SHS Modeling. This situation forces the teachers to oftentimes personally pay for some of the students’ requirements for the SHS program.

The SHS students also do not have their own classroom. As it is, they are using the audio-visual room as their classroom. Accenture, a private business process outsourcing company that the school sought as one of its industry partners, donated 20 computers. But of these, only three are currently functional and the rest need hardware replacements and repairs.

Generally, the school is concerned that it is still in its trial-and-error stage or “nangangapa pa.” They also believe that there should be linkages with other related educational institutions such as the Commission on Higher Education (CHED).

Interviews with Students

The Grade 11 SHS students of Sangley Point NHS are taking security service as their skills development specialization in preparation for their possible recruitment to the Philippine Navy. Some of them are full-time students while others are part-time students. One of them, in particular, had to stop studying because of conflict in work schedules. Some of the SHS students live within the naval base while others live outside. But only few of them are dependents of naval officers.

While there are no dedicated books or modules for Grade 11, the students feel that they are already taking subjects for college students like political science, math, and science. According to them, they also read college-level textbooks and have to maintain an average grade of 75 percent to have a good standing in class.



Most of the SHS students may be poor, but they work hard to find ways to get hold of the needed books or learning materials. They buy, borrow, or photocopy the learning materials. Because of the limited number of computers, they have to share among themselves the available computer units. Since SHS is still in its modeling stage, the lack of budget for SHS also requires the students to share school facilities with the junior high school students. To help augment their income, the Air Force has offered them work, particularly computer repair and maintenance, where they are paid PhP 2,500 a month.

The SHS students are also required to take an NC 1 exam on computer security. They recounted that the schedule of these exams are sometimes in conflict with their academic schedules.

In terms of skills development, the SHS students found their subjects interesting and skills-enhancing and that the acquired knowledge will help them in their plans to join the military service. In terms of security services skills, they are also trained on gun-firing and taekwondo. Before they are taught how to actually fire a gun, they are oriented on gun safety. As for taekwondo, this may also be taught to junior high school students.

For their taekwondo classes, they are required to wear a shirt, jogging pants, and a yellow belt. They are required to spend for their own uniforms. Since some of them are poor, the teachers sometimes pay for the acquisition of their uniforms.

With respect to extracurricular activities, the SHS students said that they are not included in the conduct of proms. Compared to junior high school, they said that their leadership is developed in SHS, and they feel that they have more responsibilities.

The SHS students are excited about heading for Grade 12 because of the prospects of learning new subjects. Because of the knowledge that they have gained, they said that they are now more confident in protecting civilians and in maintaining peace and order.

While the classroom is enough to accommodate the current batch of SHS students, there is a need to provide extra rooms for the subsequent batch.


Bacolod City National High SchoolBackground

Bacolod City National High School is a general public high school located in Bacolod City, Negros Occidental, that offers call center services as specialization or career pathway for their SHS Modeling Program. There are 44 SHS students enrolled under the program, including 26 male students and 18 female students as of SY 2012-2013.

Students are admitted after presenting the requirements including an employee certificate (for those employed) and undergoing an interview.

Pre-implementation

Prior to implementation of SHS Modeling, Bacolod City NHS held a series of meetings and consultations with LGUs, industry partners, and HEIs. It was during these meetings and consultations that the school identified call center services as its specialization. At the same time, they partnered with the Negros Occidental Language and Information Technology Center to help them in the prospective hiring of their students.

Subsequently, the school signed a MOA with Bacolod City College, Central Philippine University-Iloilo City, Binalbagan City College, and Colegio de San Agustin. It also consulted the Riverside College and Visayan Maritime Global College so that they could conduct internal and external planning for the implementation of the K to 12 Program in 2016.

Likewise, Bacolod City NHS established a partnership with the city government for the provision of training programs and infrastructure improvement. So far, the city mayor has provided PhP 4.9 million for Phase I building construction for the SHS building, which had gotten burned down. In addition, the school plans to have the Philippine Call Center Institute (PCCI) as its additional partner.

The school plans to have a minimum offering of four courses. In areas where they do not have the specialization, they plan to partner with schools offering seafarer course and with Riverside College which offers health services. They also plan to offer commercial cooking and welding after a trip to Silay City to study the TechVoc offering.



Curriculum

The curriculum of Bacolod City NHS underwent a rigorous series of consultations before it was developed. On separate occasions in February, April, and September 2012, the school met with DepEd Regional and Division Offices, TESDA, Bacolod City College, business process outsourcing (BPO) companies such as Teletech and Convergys, Negros Occidental Language and Information Technology Center, and SEAMEO INNOTECH. The consultations resulted in the provision of an academic curriculum for SHS students with career pathway in Contact Center Services NC II.

Under the curriculum, Grade 11 students are required to render 1,400 hours and earn 45 units of academic subjects including PE I and II, English 1 and 2, Math 1 and 2, Filipino 1 and 2, Science 1 and 2, Social Science 1 and 2, and Computer I and 2. On the other hand, Grade 12 students have to render 1,256 hours and earn 36 units comprising of Social Studies 3 and 4, Math 3 and 4, Science 3 and 4, PE 3 and 4, NC II on Contact Center Services 1 and 2, and 300 hours of on-the-job training (OJT). However, call centers only provide training upon hiring. (See Tables 20 to 24.)

Table 20: Program Schedule for Grade 11, First Semester, BCNHSCourse Number Descriptive Title Hours UnitEnglish 1 Study and Thinking Skills in English 100 3Filipino 1 Komunikasyon sa Akademikong Filipino 100 3Science 1 Physical and Earth Science 100 3Math 1 College Algebra 100 3Social Science 1 Principle of Economics 100 3Computer 1 Windows OS and Word Processing 100 3PE 1 Physical Fitness 100 3Total 700 21

Source: Bacolod City National High School, 2013

Table 21: Program Schedule for Grade 11, Second Semester, BCNHSCourse Number Descriptive Title Hours UnitEnglish 2 Writing in the Discipline 100 3Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik 100 3Science 2 Biology 100 3Math 2 Plane Trigonometry 100 3Social Science 2 Taxation 100 3Computer 2 Fundamentals of Typewriting/Keyboarding,

and Spreadsheets100 6

PE 2 Rhythmic Activities 100 3Total 700 24



Table 22: Program Schedule for Grade 12, First Semester, BCNHSCourse Number Descriptive Title Hours UnitNC II Contact Center Services I 178 3Math 3 Business Mathematics 75 3Science 3 Applied Physics 75 3Social Science 3

Geography 75 3

PE 3 Individual/Dual Sports 75 3Total 478 15


Table 23: Program Schedule for Grade 11, Second Semester, BCNHSCourse Number Descriptive Title Hours UnitNC II Contact Center Services 2 178 3Math 4 Mathematics of Investment and

Probability & Statistics75 3

Science 4 Human Anatomy 75 3Social Science 4

Rizal Life, Works and Writings 75 3

PE 4 Team Sports 75 3Practicum Field Study/Related Learning

Experiences300 6

Total 778 21Source: Bacolod City National High School, 2013

Table 24: Area of Specialization, BCNHSArea of Specialization Course Description No. of

HoursContact Center Service NC II

The course is designed to enhance the knowledge, skills and attitudes of a Contact Center Services Provider in accordance with industry standards. It covers competencies that a person must achieve to interact with customers to provide information about products and services. It also covers handling of customer’s complaints, inbound customer service, order taking and inquiry response handling, and outbound telemarketing.

356




Bacolod City NHS likewise focuses on specialized competencies designed to build the capacities of SHS students as prospective call center agents. The proposed cur-ricula developed by Bacolod City NHS are for Grade 11 and Grade 12 students. There is a total of 30 weeks for Grade 11 and 40 weeks for Grade 12 for the total duration of all related training. For Grade 11, students start training on symbols and end with simulation activities on computer-assisted drills. In the case of Grade 12, they begin with rendering quality customer service and conclude with types of communication networks within the organization (see Tables 25 and 26).

Table 25: Curriculum Design – Senior High School, Grade 11, BCNHSCompetencies Grade Level and Grading

Period TakenDuration of

Training (in Weeks)

Symbols Grade 11 1st Grading Period 3Computer Menus Grade 11 1st Grading Period 2Computer – Practical Dos and Don’ts

Grade 11 2nd Grading Period 3

Basic Computer Operations Grade 11 2nd Grading Period 2Applications Grade 11 2nd Grading Period 3Use of Computers with Peripherals


American Accent Trng. – Speech Drills

Grade 11 3rd Grading Period 3

American Accent Trng. – Fluency Drills


Voice Drills Grade 11 3rd Grading Period 3Communication Activities – Multi-tasking web-surfing, typing, encoding, answering call


Computer-Assisted Drills – Using Communication Cues

Grade 11 4th Grading Period 2

Computer-Assisted Drills – Simulation Activities


Total Number of Weeks 30Source: Bacolod City National High School, 2013


Table 26: Curriculum Design – Senior High School, Grade 12, BCNHSCompetencies Grade Level and Grading

Period TakenDuration

of Training (in Weeks)

Active Listening Grade 12 1st Grading Period 2

Active Listening includes Recognizing Non-Verbal Communication

Grade 12 1st Grading Period 1

Active Listening includes Showing Listening Signals

Grade 12 1st Grading Period 2

Benefits of Active Listening Grade 12 1st Grading Period 2Effective Listening Grade 12 1st Grading Period 2Effective Speaking Grade 12 1st Grading Period 1The Importance of Communication Skills in Organizational Performance


Benefits of Effective Communication in the Workplace


Communication Process Grade 12 3rd Grading Period 3Elements of a Communication Process


Reducing Interference Grade 12 3rd Grading Period 3Effective Communication Grade 12 3rd Grading Period 2Dynamics of Communication Grade 12 4th Grading Period 3Barriers to Effective Communication


Overcoming the Barriers to Interpersonal Communication


Types of Communication Networks within the Organization


Total Number of Weeks 40Source: Bacolod City National High School, 2013



Resources and Facilities

Students are given a hard copy of the modules for free and the CD-format. They could use the school facilities but because of time constraints they could not avail of this opportunity. They have quizzes every week and test every end of quarter.

Teachers Teachers are available to students for assistance or tutorials. They also give students considerations such as make-up test when they are absent.

Strength

The strength of the program lies in the fact that some of the subjects taken during senior high school may be credited in college. Also, it is clarified to the students and the parents at the orientation sessions that education under the SHS Modeling Program is free.

Challenges

One of the main challenges of the school is the cost of setting up the laboratories, which should be TESDA-compliant.

Another challenge for them is keeping up with the standards. They see that the program should be assessed carefully.

They also see the need to hire an industry coordinator or OJT adviser/supervisor that can work beyond office hours as well as a human resource personnel.

They also see the need to partner with BPO companies. Related to this, one big challenge is that call centers do not allow OJT for prospective call center agents and technical support staff because accounts are treated as confidential and all transactions are considered official and duly documented and should be handled professionally. They only provide training for personnel that they have initially screened for hiring.

To address this challenge, the school has made some efforts to strengthen their employability program by hiring former call center agents as English teachers.


Recommendations

Among the recommendations that Bacolod City NHS provided include the following:

1. SHS model schools in coordination with DepEd, CHED and other HEIs, and TESDA should work together to revise and upgrade the curriculum. There is also a need for greater flexibility in its implementation, particularly in allowing college General Education (GE) subjects to be applied and credited, college graduates who are not education majors to teach, and employment hours to be credited as OJT hours.

2. There is a need to integrate technical and academic competencies and address any gaps to help enhance the employability of SHS students while at the same time ensuring alignment with labor market priorities.

3. Consider offering SHS to night school students.

4. LCD projectors and laptops should be provided so that students could easily grasp the lessons presented.

5. Provide funds for the construction of additional classrooms. In some SHS model schools, students use an open space with no roof.

6. Provide allowance for students, particularly for transportation expenses.

7. Provide training programs to help build the capacities and competencies of SHS teachers.



Sum-ag National High SchoolBackground

Sum-ag National High School is a general public high school located in Bacolod City, Negros Occidental, that offers agriculture as specialization or career pathway for their SHS Modeling Program. They have 14 SHS students, including 4 male students and 10 female students as of SY 2012-2013.

The SHS Modeling Program in Sum-ag NHS aims to develop and enhance the technical knowledge, skills and values of students in agriculture particularly in rice production, organic farming, and nursery management.

Students are encouraged to engage in this program believing that performance is far advanced and more satisfying than theories alone. It serves as a laboratory where agriculture students can gain actual experience and at the same time earn while learning.

Profile of Students

There were originally 21 students that enrolled in SHS Modeling in Sum-ag NHS, but seven have left for various reasons such as financial problems, difficulty in getting exposed to sunlight and heat, and lack of interest in agriculture.

For the 14 SHS students that remained, most of them belonged to poor rural-based families. Their parents worked as small farmers, farmworkers, fisherfolk, drivers, househelpers, or construction workers.

Since some of the students also worked as farmers or farmworkers, they said that they enrolled in the program to continue crop cultivation started by their parents and learn new and proper crop production techniques and farm tools. Most of them also got attracted to the SHS program because they do not have money to enroll in college. After SHS, some of them plan to go to an agricultural college so they can also teach agriculture.

Because of the students’ poor economic conditions, the school helps them in their food and transportation fares. Instructional handouts are also given for free to the students.


Pre-implementation

Prior to program implementation, Sum-ag NHS conducted consultations with the University of Negros Occidental - Recoletos and the Central Philippines State University in cooperation with TESDA and DepEd Regional Office and SDS from February to April 2012 to help them determine their specialization, obtain copies of curriculum and to guide them in preparation for SHS Modeling.

The school was identified as an agricultural SHS because it had a rice field and a TechVoc offering in junior high school. On the other hand, the school received a training on curriculum that was jointly conducted by DepEd Schools Division Superintendent Bacolod City, DepEd Regional Office, and TESDA.

The school also held consultations with prospective industry partners such as the Organization for Industrial, Spiritual, and Cultural Advancement (OISCA), the Metro Bacolod Chamber of Commerce and Industries (MBCCI), and the Negros Organic Rice Industry Association (NORIA), which had an organic ricefield as a demo farm.

In addition, the school consulted with the city LGU. Through these meetings, the city LGU allocated PhP 2 million for the construction of a school building for SHS.

Subsequently, a MOA was signed by the school, HEIs, city LGU, and industry partners explaining their roles and responsibilities related to SHS Modeling. Another MOA is yet to be signed between Sum-ag NHS and the HEIs for the possible provision of financial assistance.

Curriculum

Sum-ag NHS requires a total of 52 units with laboratory for Grade 11 students to complete all the academic subjects. These subjects include English, Filipino, math, science, social science, humanities, Rizal, National Service Training Program (NSTP), and MAPEH. Some of the subjects have been aligned with general education subjects in college. Other subjects are also aligned with the career pathway. For instance, Business Math is taught in math, and Contemporary Issues in Agriculture is provided in Social Studies.

For Grade 12, SHS students are required 25 units to finish all the academic subjects. These subjects include math, social science, natural science, MAPEH, and computer.

Academic classes for SHS students are held from Monday to Friday, from 7:30 am to 12:00 noon. On the other hand, the practicum is conducted in the ricefield within the school premises either five days a week or when needed in the field from 1:00 to



5:00 pm. The school provides the SHS students with farm tools for their field work.On the other hand, 33 units of laboratory and 520 hours of industrial immersion are devoted to finish the career pathways in agriculture. The subjects include Agriculture 101, 102, and 103 for Grade 11, and Agriculture 201, 202, 203, 204, and 205. Lessons start with the fundamentals of crop science and progresses to post harvest handling, seed technology, and industrial immersion (see Tables 27 to 29).

Table 27: Proposed Curriculum Grade 11, SNHSSubject Descriptive Title UnitsEnglish 102 Study and Thinking Skills

in English and Writing in Discipline

6

Mathematics 1 College Algebra and Business Math

10

Natural Sciences 102 General Biology, General Organic and Inorganic Chemistry

9 w/ lab

Filipino Language 102 Sining Pakikipagtalastasan/Pagbasa at Pagsulat sa Iba’t ibang Disiplina

6

Social Science 101 Contemporary Issues in Agriculture with Philippine History, Government Politics, General Economics and Taxation

6

Humanities 101 Introduction to Humanities with Landscaping and Urban Gardening

3 w/ lab

Rizal Life and works of Rizal with Philippine Literature

6

NSTP National Service and Training Program

6

MAPEH 101 Physical Education 1 and 2 4Agriculture 101 (Crop Science) Fundamental of Crop Science

(Principles and Practices of Crop Production)

6 w/ lab

Agriculture 102 (Animal Science)

Introduction to Animal Science/Introduction to Livestock and Poultry Production

6 w/ lab

Agriculture 103 Industrial Immersion 260 hrsSource: Sum-ag National High School, 2013


Table 28: Proposed Curriculum for Grade 12, SNHSSubject Descriptive Title UnitsMath 201 Plane Trigonometry and Statistics 6Social Science 201 Society and Culture with Family

Planning, Psychology and Anthropology

6

Natural Science 202 Physics and Fundamental of Agricultural Engineering

6

MAPEH 201 Physical Education 3 and 4 4Computer 201 Basic Computer Concept and

Application3

Agriculture 201 Introduction to Enterprise and Entrepreneurship with Philosophy and Ethics

6

Agriculture 202 (Soil Science)

Principles of Soil Science, Soil Fertility, Conservation Management and Organic Farming

6 w/ lab

Agriculture 203 (Crop Protection)

Fundamentals of Crop Protection, Approach and Practices in Pest Management

6 w/ lab

Agriculture 204 Post Harvest Handling and Seed Technology

3 w/ lab

Agriculture 205 Industrial Immersion 260 hrsSource: Sum-ag National High School, 2013

Table 29: SHS Area of Specialization, Description and Number of Hours, SNHS

Area of Specialization Course Description No. of Hours

Agriculture

(Agricultural Crops) NC I

This course is designed to enhance desirable attitudes and skills of an agriculturist in accordance with industry standard. It covers core competencies such as application of safety measures in farm operation and use of farm tools and equipment.

920

Source: Sum-ag National High School, 2013

In addition, the industry partners proposed for an NC I on Crop Production and instructions on the concept of Farmer Field School as provided under Republic Act (RA) No. 10068 (see Table 30).



Table 30: Additional Competencies Inputted by Industries, SNHSSpecialization CompetenciesCrop Production (NC I)

Proposed Organic Field School (RA 10068 Agriculture Act)

Organic Farming

Four (4) principles of organic farming1. Principle of Fairness2. Principle of Ecology3. Principle of Health4. Principle of Care

Source: Sum-ag National High School, 2013

SHS Teachers

SHS teachers, except for the English 101 teacher and the science teacher, on the average have 29 hours of teaching load per week. They teach both in junior high school and in senior high school. Teachers I-III render 25 hours of teaching while Master Teachers render 30 hours of teaching. In addition, they have five hours of advisory work.

The school’s agriculture teacher is a female graduate of agriculture from Central Philippines State University. She said that she is a small rice farmer who loves to teach agriculture, particularly crop production. However, she, along with three other agriculture teachers, has yet to obtain NC II in agriculture from Cebu, Leyte, or Davao.

Students Eligible in the SHS Program

The SHS Modeling Program in Sum-ag NHS is open to all qualified and interested students. The applicants fill out an application form during enrollment. Students orientation on the SHS program is conducted on the first week of the start of classes.

Status of SHS Students in Sum-ag NHS

The SHS students of Sum-ag NHS are satisfied with their schooling under the program. They said that they learn new things in their academics and in their OJT and practicum. They are also able to make new friends.

The SHS students also appreciate the support of their SHS teachers. Because most of them are poor and have financial problems, the school and particularly the SHS teachers, provide them with various learning materials including handouts, handouts lifted from textbooks, college-level materials, and reference materials obtained through internet research.


The school strictly monitors students’ attendance. For instance, in the summer of 2013, the students were required to render 500 OJT hours at the Organization for Industrial, Spiritual, and Cultural Advancement (OISCA) which serves as their training center.

The SHS students enjoy SHS but are very serious in their studies. Part of their requirements is to choose report topics and provide reports and presentations. There is also a critiquing session after every report presentation wherein the SHS students can give their insights on the presentations. In their English class, they are taught about the levels of comprehension to help develop their communication skills. Their agriculture classes, on the other hand, are instruction-guided.

The SHS students do not have a dedicated classroom; as for their attire, they just wear white T-shirts and have no school uniform. They recently had a field trip to a provincial demo farm production in Bago City, Negros Occidental.

For the SHS students, studying under the SHS Modeling Program in Sum-ag NHS is a great opportunity to learn because it provides free education.

Advocacy and Promotion

The school provides students with an orientation on SHS Modeling and the teachers with a conference on how students will undergo OJTs. Students and parents also help in promoting the program.

Challenges

Sum-ag NHS through its school head mentioned a number of challenges in its SHS Modeling Program. One of the concerns of the school is that its career pathway offering of agriculture may not be able to provide the jobs needed by prospective SHS graduates. As a result, there is a possible misalignment between specialization and labor market demand. This is exacerbated by government policy that do not seem supportive of agriculture but instead seem to support agricultural importation.

They said that there is a need to reconcile the needs of communities on food security while at the same time linking the sector with industries to provide more employment opportunities. The school likewise said that advocacy and education is needed to attract more students to take agriculture as a career pathway. On the practical side, the school thinks that the financial problems of students can be addressed by the specialization through an earning-while-planting program.



The school also needs financial assistance from DepEd so the University of Negros Occidental-Recoletos can help enhance the implementation of the program. As of 2013, they were still waiting for a response from DepEd; they were also hoping that the MOA with SUCs can be expedited.

The school is also waiting for meetings to be held between DepEd and CHED to discuss the possibility of crediting the academic subjects in SHS in college.

Another challenge for them is how to compensate SHS teachers who do overtime work. As it is, the school is not allowed to provide honorarium. Since the program is still at its modeling stage, they also could not allocate funds from their MOOE.

They are also concerned that NC II in Agriculture is not readily available in their area and they have to take it in Cebu, Leyte, or Davao.

Lastly, they said that there is a need to provide more enriched instructional materials for SHS.

Recommendations

Based on the interviews, the following are the recommendations to help improve the SHS program implementation in Sum-ag NHS:

1. Specialization teachers should take NC II in Agriculture in Cebu or Leyte to further professionalize them.

2. Provide transportation and allowances for SHS students.

3. Provide more classrooms for SHS students.

4. Provide additional school facilities such as laptops and LCD projectors to help improve learning techniques.

5. Sum-ag NHS believes that OHSP can be applied to SHS Modeling. In particular, they suggest that working students can take SHS in night school. Their only concern is the schedule of OJTs and practicum for agriculture.

6. The school should be informed by DepEd Central Office on the status of MOA with higher education institutions/state colleges. The MOA needs approval from CHED’s Board of Regents. This will help clarify the issues on credit banking and articulation of units earned from SHS to third year in college.


7. There is a need to come up with training regulations on college-based curriculum and instructional materials for both agricultural and academic subjects from TESDA.

8. There is a need to modify the Grade 11 curriculum to ensure its alignment with the requirement of business community and state colleges/universities.



Doña Montserrat Lopez Memorial National High SchoolBackground Doña Montserrat Lopez Memorial National High School (DMLMNHS) is formerly a general high school but in 2009, it became one of the 282 technical-vocational high schools in the country. In 2011, the school was identified as the first SHS model school in Region VI; the SHS program was officially launched in SY 2012-2013. Located in Silay City, Negros Occidental, the school offers electrical installation and maintenance, shielded metal arc welding (SMAW), housekeeping, and food and beverage service (FBS) as specialization or career pathways for their SHS Modeling Program. Based on the school profile submitted, there are 108 SHS students, including 42 male students and 66 female students as of SY 2012-2013.

The school is one of the two schools in the country that piloted SHS a year ahead of other SHS model schools. Grade 11 students were encouraged to enroll because it was free and the school offered courses which were in demand. Because it was in the experimental stage, students were accepted without screening. They were merely asked what major they would like to take. But for enrolment, they had to submit their NSO birth certificate for age verification and high school report card for fourth year graduates.

Pre-Implementation

The school strengthened their advocacy campaign among parents to reach out to the unschooled who are mostly working in the farms or as vendors. Enrollees for SHS consist of 25% from other schools and 75% from DMLMHS. They ensure that the parents and students are well-oriented on SHS program prior to enrollment.

Curriculum

The school reported that they developed its SHS curriculum around the needs/demands of industries operating in Silay City through a consultation meeting with majority of industry leaders, parents, other school administrators, LGU, and religious organizations. Grade 11 students are required to take 12.6 units of academic subjects for 42 hours. The academic subjects include science and technology, Filipino, English, mathematics, social science, and TVE (specialization) (see Table 31).


Table 31: Class Program of Grade 11, DMLMNHSSubjects Hours per Week UnitScience & Technology 5 1.5Filipino 4 1.2English 4 1.2Mathematics 5 1.5Social Science 4 1.2TVE (Specialization) 20 6Career Pathways(with Immersions/OJT)Total Hours & Units 42 12.6

Source: Doña Montserrat Lopez Memorial National High School, 2013

For the junior high school, students are free to take dressmaking/garments, commercial cooking, electricity and computer servicing. On the other hand, there are four specializations that SHS students could take: food and beverages services (FBS), housekeeping, electrical installation and maintenance and shielded metal arc welding (SMAW). The curriculum is based on TESDA in preparation for NC II. Even the hours per subject are TESDA Training Regulations (TR)-compliant (see Table 32 and 33).

Classes are held Mondays to Saturdays from 7:30 AM to 4:30 PM. The first two hours on weekdays are spent on their major subjects for hands-on and on Saturdays they discuss theories. The rest of the time is divided among core subjects using college level textbooks: Filipino, English, Business Math, biology, and geology.

The school provides more hands-on learning and discussions of real life issues (e.g., abortion, euthanasia, etc.) that are connected to the core learning areas. The students of FBS spent their on-the-job training every day for one hour in the school canteen, and in a hotel owned by the city mayor. The NC II holders provided catering and wine services in hotels, bakery and for the official functions of the Schools Division Office in Silay City. The SMAW Grade 11 students take their OJT at the TESDA-accredited IETI school in Bacolod City. About 25 percent or 6 out of 24 SHS students enrolled in SMAW are female. They do repair of furniture and fixtures through welding. On the other hand, students of housekeeping are able to practice cleaning of rooms, floors and toilet facilities and do laundry using washing machine.



Table 32: SHS Area of Specialization, Description & Number of Hours, DMLMNHS

Area of Specialization No. of HoursFood and Beverage Services 356Electrical Installation and Maintenance 360Shielded Metal Arc Welding 360

Source: Doña Montserrat Lopez Memorial High School, 2013

Table 33: Additional Competencies Inputted by Industries, DMLMNHSSpecialization/Qualification Linkages Competencies Food and Beverage ServicesThe Food and Beverage Services NC II Qualification consists of competences that a person must achieve to provide food and beverage service to guests in hotels, motels, restaurants, clubs, canteens, resorts and luxury liners.

• AidAgency• MelKenRestau-

rant• BaldeviaPension

House• WindbelPension

House• SunburstBay

Resport• RoyalAmRei

Hotel

• Providelinkbetween kitchen and service area

• Providefoodand beverage service

• Provideroomservice

• Developandupdate food and beverage knowledge

Shielded Metal Arc Welding NC IThe Welding NC I (SMAW) Qualifications consists of competencies that a person must achieve to weld carbon steel plates as specified by layout, blueprints, diagrams, work order, welding procedure or oral instructions using SMAW welding equipment.

• HawaiianPhilip-pine Company

• Weldcarbonsteel plates using SMAW


Specialization/Qualification Linkages Competencies Electrical Installation and Maintenance Service NC IIThe Electrical Installation and Maintenance Service (EIMS) NC II Qualifications consists of competencies that a person must achieve to perform installation, maintenance and commissioning of electrical wiring and related equipment where the voltage does not exceed 600 volts in residential houses and buildings.

• HawaiianPhilippine Company

• SilayCityEngineers Office/LGU

• Prepareelectrical power and hydraulic tools

• Performroughing-in activities for communication and distribution systems

• Installwiringdevices for floor and ground fault current interrupting outlets

• Installelectricalprotection system for lighting and grounding

• Installelectricallighting systems on auxiliary outlets and lighting fixtures

• Installcom-munication, signaling devices and remote control systems on auxiliary equipment

• Installcommissioned electrical systems

Source: Doña Montserrat Lopez Memorial National High School, 2013



Resources and Facilities The school was allotted PhP 1 million as part of the budget given to TechVoc schools implementing SHS. The amount provides students with transportation allowance on the first day, but on the succeeding days, students have to shoulder the expenses. A one-storey building was constructed for the FBS and housekeeping practical learning. The whole school became a training ground for practical training of students. For welding, some students tap the facilities of the International Electrical and Technical Institute (IETI).

Three transformers were transferred without cost by the Regional Office to the Doña Montserrat Lopez Memorial NHS, thus augmenting the power supply and separating the power lines of electrically-driven machines in SMAW to avoid damaging computers.

Teachers

All SHS teachers are NC II holders and have been trained on K to 12 and TESDA methodologies and competency assessment. They were trained on the least mastered competencies and on new technical subjects. This is being complemented by the teachers’ own researches to advance their teaching practice. Thus, they developed their own course outline using online resources and library materials. There are no textbooks for SHS but they maximized the use of online resource materials for teaching. The teachers are dedicated and patient to ensure that optimum learning will take place in two hours per class/subject using demonstrations.

Teachers teach in both junior and senior high schools. As additional incentive, an honorarium is given to teachers who teach on Saturdays. With prior approval from COA, the amount is charged to MOOE funds.

Assessment

The rating system to measure student performance consists of skills test (50%), paper test (25%), projects (20%) and work attitude (5%). The teachers evaluate each project and how it is done by the students to ensure that only original projects are submitted. The school principal conducts on-the-spot/non-standard evaluation of student learning in addition to formative assessment. Upon SHS completion, the students are expected to pass at least one technical competency assessment to qualify for graduation and OJT certification.


Linkages

The school is accredited by DOLE-Region VI and thereby trained by DOLE. As stipulated in their MOA with the school, the Public Employment Service Office (PESO) provides laboratory access to students. Through a solicitation letter, the school was able to tap the School Education Fund of the LGU to support the students’ OJT requirements.

Under the MOA, the school tied up with industries for the OJT and job placement of students. These include the Hawaiian Philippine Company (sugarcane industry), and HRM service providers such as Mel Ken Restaurant, Baldevia Pension House, Sunburst Bay Resort, and Royal Am Rei Hotel. The school reported that 10 students per batch are taking their OJT in SMAW and EIM for four days (30 hours) in Hawaiian Philippine Company and housekeeping in Baldevia and Windbell Pension House. EIM students are holding their OJT in Silay City Engineers Office/LGU and FBS in Aid Agency.

Meanwhile, the TechVoc Department is conducting a survey among students whose parents are working abroad and who can be tapped to become resource speakers whenever they come home to their family in Silay City.

At the same time, alumni abroad are informed of the advocacy of the school to generate funds for the purchase of equipment through the school’s email and Facebook account.

Good Practices/Strengths

Guided by DepEd Order No. 36, ss. 2012, the school is empowered to do school-based innovations to take into consideration the condition of SHS students who are working and are teenage mothers.

Inspiring teachers effectively impart knowledge to students. A case in point is the teacher in SMAW. Although he suffers from Parkinson disease, this does not affect the quality of his teaching because he has both the expertise and passion for teaching.

Collaborative teaching could be attributed to the NC II success of the students as the English teacher uses food and beverage service (FBS) as a topic to improve the communication skills among students. The school allows extension of learning time for English from 1 hour to 1.5 hours to address the skills gap. They use Facebook to connect with students and for quick feedback on students’ projects.

Contextualized and integrated learning makes learning more relevant and easier for students to grasp and remember the lessons. For instance, in studying history,



they discuss history of housekeeping; in mathematics, they discuss measurement or percentages in food. They generally appreciate the application of science, mathematics and Araling Panlipunan in their TechVoc classes and group study method which expose them to cooperative learning and peer mentoring (i.e., two fast learners will assist one slow learner).

The students are also trained to become technopreneurs because they can sell their projects in SMAW and electrical technology on a job-order basis. Curriculum enrichment is continuously done by reviewing the existing learning materials and developing localized/indigenous materials.

The school employs a 60-40 intervention in favor of hands-on learning activities and skills application with less lecture-discussion. The said intervention involves 60 percent for attendance at school and 40 percent for industry-related training which is quite rigid. Students need to acquire full mastery of the necessary processes and steps in their chosen trades. Part of the OJT process is to check whether the job description of the OJT jibes with TESDA training regulations and to require that the industry supervisor has full knowledge and approval of the OJT’s performance. This is being done by the school industry coordinator.

Learning Outcomes

It is noteworthy to know that the school has 100 percent NC passing rate for food and beverage service (FBS). As such, five students will be hired for work in FBS industries with full salary benefits. It is hoped that the same will happen to students of SMAW and housekeeping who will take their NC I and NC II assessments, respectively. The more NC II assessments that SHS students will pass means better and wider work opportunities for them.

The junior high school students have high regard for SHS students because they perceive them to be serious in completing their chosen courses. But some teachers notice that some SHS students sometimes act as junior HS because they are still playful and physically not fully mature and confident to assume work responsibilities.

Challenges One of the challenges faced by the school is in terms of getting the cooperation of the LGU (i.e., barangay council) without any strings attached. Nevertheless, the school principal was able to capitalize on this situation by turning adversities into opportunities. One instance was when the school needed a welding machine transformer. The school was able to solicit some funds from DepEd Central Office and


from a congressman. However, the school could not purchase equipment/gadgets that is worth more than PhP 10,000 since this is prohibited under COA regulations.

Majority of SHS students are average learners. One of the difficulties shared by the Grades 7 and 12 students is their use of the English/technical language at the workplace (e.g., while providing FBS/hotel services). But they believe they can master it because they love their course and aspire to acquire an in-depth OJT experience. To help students enhance their language skills, the school conducts mock interviews, coaching on written tests, how to memorize the script in providing customer service, and confidence building. The interview results showed that students are not used to verbal screening.

Another issue is absenteeism, tardiness and delayed submission of projects/assignments especially among working students, pregnant students and those who are focused on computer games. Hence, the teachers have to conduct home visitations to monitor these learners.

The school has two SMAW teachers (male and female) but needs more teachers of welding, preferably female teachers, for they deliver the finest product. The school also needs basic materials for FBS and consumable supplies for individual SMAW learners and to raise funds to purchase an LCD projector intended for SHS. They plan to construct a state-of-the art SMAW building and a simulated TESDA booth for electrical installation and maintenance (EIM) NC II with complete electrical gadgets. The school aspires to serve as an accredited training center of TESDA by 2016 with state-of-art facilities at par with TESDA provincial l training center.

Recommendations

Based on the testimonies of teachers and students, students should be given more exposure to hands-on learning such as repairing electrical facilities outside the school that pays for student services. The students in FBS also want to extend the NC preparations. They could finish the FBS NC II course in one semester and take Housekeeping NC II in the second semester. However, others do not plan to proceed to housekeeping for they prefer to enroll in higher level FBS/HRM related courses.

For advanced learners, the school should offer higher level competencies on EIM for NC III certification such as industrial electricity. However, NC III is not allowed by TESDA. DepEd and TESDA agreed that the national certification related to SHS is limited only to NC II since NC III is supervisory in nature.

There should also be enough facilities and equipment particularly for welding, ICT facilities, etc. The school needs 10 new SMAW cubicles with eight sets of welding machines and materials to attain the student ratio of 2:1 where two students can



use the facility at a time. Currently, the school has three welding machines and the whole class is only using one equipment/machine for housekeeping and this is being shared with junior high school students. A lot of time is wasted for waiting which could be used to provide equal opportunities for students’ practicum.

In addition, SHS students should be screened for their competencies particularly on basic communication skills for FBS enrollees. As for the assessment fee, this should be subsidized by the schools for students who belong to poor families.

The teachers’ technical skills should be updated and enhanced through continuing professional training and development. Provide incentive to the TLE coordinator who also serves as the SHS industry coordinator. Lastly, the school should open its eyes to new trends and possibilities for innovation without waiting for DepEd orders from Manila.

Regarding K to 12, the school principal proposes the “bring down and bring up” approach wherein college courses will be taught in high school but actual college courses have to be strengthened by CHED.

For SHS modeling, the specialization of the students should begin as early as Grade 5. The school needs to provide TechVoc orientation in Grade 4 so that students can avoid culture shock and peer influence. At the beginning of the school year, there must be a one-month probationary/exploratory period to test if the students have the interest and skills to purse the TechVoc course. They should be given freedom to experience and choose the final course in preparation for high school.

On the other hand, the teachers believe that it is possible to offer SHS through OHSP to reach out to students at risk of dropping out as a stop gap measure. But the OHSP may be limited to academic subjects as the students will need more time for hands-on in TechVoc subjects and special arts projects. OJT for OHSP could be possibly done by tapping community facilities. For instance, in welding, a student may use a neighbor’s welding machine for his project, and the teacher checks the project output.


Palo National High SchoolBackground

Palo National High School is a general public high school located in Palo, Leyte, that offers tourism and information and communication technology (ICT) as specialization or career pathways for their SHS Modeling Program. They have 102 SHS students, including 69 male students and 33 female students as of SY 2012-2013.

Profile of SHS students

The SHS students in Palo NHS are mostly poor, overage, and are working students.

Pre-implementation

Prior to SHS Modeling, the school conducted consultations with DepEd, CHED and HEIs including Leyte Normal University, TESDA, PTA, LGU, DOLE, and prospective industry partners such as Helping Foundation, Leyte Technology Livelihood Development Productivity Center (LTLDPC), Oriental Hotel, and Asian Development Foundation. It was during these consultations that tourism and ICT were identified as their career pathway offerings. The LGU also committed to provide vehicles to transport the students from the school to their OJT site.

Subsequently, a MOA was signed by the school, HEIs, industry partners, and the LGU. The MOA explained the roles and responsibilities of each of those involved related to SHS Modeling.

Curriculum

Palo NHS developed its academic and specialization subjects in consultation with Leyte Normal University (LNU). The SHS teachers also come from LNU. The academic subjects include English, Filipino, math, science, social studies, personality development, and physical education. They follow the course description of subjects in LNU. As such, the same subjects can be credited if the SHS students decide to pursue college in LNU.

The academic subjects are taught in the morning. In the afternoon, the students travel either to Helping Foundation or LTLDPC for their practicum.



Tourism students are taught how to enhance their communication skills. Grade 11 students can obtain NC II in commercial cooking and bread and pastry while Grade 12 students can get NC II in food and beverage service (FBS) and bartending. They also learn about front office work and housekeeping by doing OJTs at Oriental Hotel (see Tables 34 to 37).

On the other hand, ICT students are taught computer hardware servicing, programming, call center work, and software development (see Tables 38 to 41).


Grade 11, First SemesterSubject Descriptive Title Hours UnitsEnglish 101 Communication Arts 1 3Math 105 Mathematics of Investment 1 3Science 148 Personal & Community Health 1 3Humanities 103 Art Appreciation 1.5 3HRM 102 Personality Development, Social Graces,

Work Ethics and Values Development1.5 3

Filipino 103 Masining na Pagpapahayag 1.5 3TechVoc Program: .Tourism Sector/ Commercial Cooking .NC II(Basic-18 hrs & Core – 400 hrs.)

418 24

Source: Palo National High School, 2013


Grade 11, Second SemesterSubject Descriptive Title Hours UnitsEnglish 121 Interactive English 1 3Math 113 Elementary Statistics 1 3Science 124 Household Chemistry 1 3Soc Sci 101 General Psychology 1.5 3Management 101 Principles of Management 1.5 3Filipino 106 Literaturang Pambansa at Pambata 1.5 3TechVoc Program: Tourism Sector / Bread and Pastry . Production NC II(Basic-18 hrs., Common-18 hrs. & Core-105 hrs.)

141 9




Grade 12, First SemesterSubject Descriptive Title Hours UnitsEnglish 117 English for Specific Purpose 1 3English 106 (Lit.) World Literature 1 3HRM 101 Principles of Tourism 1 3Soc Sci 126 Philippine History, Government &

Constitution1.5 3

HRM 103 Human Resource Management in the Hospital Industry

1.5 3

Tourism 101 Tourism Planning Development & Sustainability

1.5 3

TechVoc Program: Tourism/Food and Beverage Services NC II(Basic-18 hrs & Core – 400 hrs.)

418 24



Grade 12, Second SemesterSubject Descriptive Title Hours UnitsEnglish 111 Business Correspondence 1 3Math 101 Accounting Appreciation for Non-

Accountants 1 3

PE 104 Health and Recreation (with First Aid and CPR)

1 3

Soc Sci 104 Basic Economics with Taxation 1.5 3HRM 101 Principles of Marketing 1.5 3Tourism 104 Philippine Tourism & World Tourism 1.5 3TechVoc Program: Tourism / Bartending NC II(Basic-18 hrs., Common-18 hrs. & Core-105 hrs.)

141 15

On-the-Job Training for the 2 qualifications:1. Food and beverage service2. Bartending

1 month 1 month





Grade 11, First SemesterSubject Descriptive Title Hours UnitsEnglish 101 Communication Arts 1 3Math 106 College Algebra 1 3Science 101 Biological Science 1 3Soc Sci 126 Phil. History, Government & Constitution 1.5 3Humanities 104 Appreciation Visual Arts 1.5 3TechVoc Program: ICT / Computer Hardware Servicing NC II(Basic-18 hrs., Common-18 hrs., Core-320 hrs.)

356 15



Grade 11, Second SemesterSubject Descriptive Title Hours UnitsEnglish 121 Interactive English 1 3Math 108 Trigonometry 1 3Filipino 101 Komunikasyon sa Akademikong Filipino 1 3Soc Sci 103 Politics & Governance with Phil. Constitution

& Human Rights1.5 3

IT 403 Multimedia Systems 1.5 3TechVoc Program: ICT / Programming NC IV(Basic-18 hrs., Common-18 hrs., Core-216 hrs.)

252 15



Grade 12, First SemesterSubject Descriptive Title Hours UnitsEnglish 103 Writing in the Discipline 1 3Math Business Math 1 3Science 102 General Science with Environmental

Science1 3

Soc Sci Geography 1.5 3IT 204 Accounting Principles 1.5 3TechVoc Program: ICT / Software Development – Java 240 12




Grade 12, Second SemesterSubject Descriptive Title Hours UnitsEnglish 149 Business Correspondence 1 3Filipino 102 Pagbasa at Pagsulat tungo sa Pananaliksik 1 3Science 148 Personal Community Health 1 3Soc Sci 106 Issues & Problems in Contemporary Society 1.5 3IT 104 Networking Servicing 1.5 3TechVoc Program: ICT / Finishing Call Center Agents100 training hours with emphasis on communication skills

OJT for Software Development & Finishing Call Center Agents

100 6


Learning Strategies and Learning Materials

The school applies almost all types of learning strategies to SHS students from face-to-face teaching to work-oriented teaching. They make use of online resources, printed modules, and digitized resources in teaching the students.

Student Assessment and Certification

The school also applies all types of student assessment including traditional assessment, performance assessment, portfolio assessment, and self-assessment.

As for SHS graduates, they are able to take NC II for tourism and ICT.

Challenges

The school is concerned with the security and safety in transporting students to LNU and for their OJT. Another concern is that the SHS students still do not have their own classroom so they are only using the gymnasium as their classroom.

Another challenge is how to improve the academic performance of their students because 30 percent of their students are average while the rest are below average.

In addition, unlike the TechVoc schools, some pilot SHS model schools were not provided with PhP 1 million support from the DepEd Central Office.



Recommendations

Based on the interviews, the following are the recommendations to help improve SHS program implementation in Palo NHS:

1. The SHS curriculum should be reviewed based on students’ interests and capabilities and requirements of business and industries. Experts in the field of tourism and ICT should be involved in curriculum planning together with the business sector and industries, TESDA, CHED and DepEd to address the job-skills mismatch.

2. Provide SHS students with their own classroom and training facilities for

hands-on activities to minimize frequency of travel.3. SHS teachers should have a Master’s degree to qualify them to teach the

core subjects as well as advanced courses in SHS. They should be given scholarship opportunities by TESDA to improve their technical competencies and their perspectives/styles in teaching SHS students.

4. Prepare elementary and junior high school students for the rigors of SHS studies.

5. Allocate funds (e.g., PhP 1 million) for pilot SHS model schools. The available MOOE funds can only cover for the overhead expenses of the school. The school needs funds to construct new classroom, repair roofs and pay for carpentry/labor services.

6. Oftentimes, the top-down approach in policy-making does not work because the situation in Manila is far different from that in Leyte. For instance, it is important to consult the school principals about DepEd’s “no uniform policy.” The school has to discuss this new policy with parents who advocate the need to have school uniform. The school principal remarked that, “Sometimes we have to take the risk to listen and remain accountable to all our stakeholders.”

7. Address the conflict in policy issues. Civil Service Commission (CSC) rules that the students should stay in school for eight hours, but for SHS, students are required to have two hours paper work/OJT outside of schools, which violates the CSC rule. Policies which can be addressed by the legal office of DepEd were already brought up to the Regional/Division Offices, but as of date, no action has been taken by school authorities.

8. Provide PhilHealth/travel insurance to SHS students as they have to move from school to workplace for their OJT and academic subjects taken in LNU.


Merida Vocational SchoolBackground

Merida Vocational School is a public technical-vocational high school located in Merida, Leyte, that offers automotive service, and metals and engineering as specialization or career pathways for their SHS Modeling Program. They have 93 SHS students as of SY 2012-2013, including 77 male students and 16 female students. For SY 2013-14, they have 50 Grade 11 students, including 47 male students and 3 female students, and 56 Grade 12 students, including 50 male students and 6 female students.

The development of SHS Modeling in Merida Vocational School was built upon the project of former Leyte governor and current Department of Energy (DOE) Secretary Jericho Petilla called, “Edukasyon Pantulay Pangkabuhayan” (Edukasyon 2Ps) or the Income-Creating Opportunities thru Technology Projects (ICOT-P).

The SHS Modeling of the school aims to develop the skills of students in automotive service and metals and engineering, thereby making them assets to the different sectors established locally and internationally. It is a tripartite partnership program of DepEd, TESDA, and CHED.

Curriculum

The TechVoc programs offered by the school were identified based on student profiling and skills assessment and the types of services that the community needs.

Automotive Sector

The school provides automotive servicing needs of the clients outside the school such as engine repair, engine tune-up, and repair and maintenance of motorcycles. The students may also provide home service particularly car wash, engine tune-up, and electrical lighting system repair and troubleshooting as may be requested by clients. Academic subjects for SHS students include English, science, math, Filipino, humanities, social science, computer, literature, and entrepreneurship. Teachers from Merida Vocational School are the academic subject teachers for Grade 11 during the first semester. Upon the recommendation of the DepEd Region 8 director, the academic subject teachers for the second semester come from the Eastern Visayas State University (EVSU) (see Tables 42 to 45).



Table 42: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Automotive, MVS

Grade 11, First SemesterSubject Descriptive Title Hours Units Time ScheduleEnglish 101 Speech Communication 3 3 8:30 – 9:30 MWFScience 101 Life Science 1 (Man, Society &

Environment)3 3 7:30 – 9:00 TTH

Mathematics 101 Plane & Solid Mensuration 1 3 3 7:30 – 8:30 MWFFilipino 101 Masining na Pagpapahayag 3 3 9:30 – 10:30 MWFHumanities 101 Philosophy of Human Person 3 3 9:00 – 10:30 TTHTechVoc Program: Automotive Sector Automotive Servicing NC I(Basic – 18 hrs, Common – 20 hrs & Core – 242 hrs)

280 7 1:00-5:00 Daily

Source: Merida Vocational School, 2013


Grade 11, Second SemesterSubject Descriptive Title Hours Units Time ScheduleEnglish 102 Business English & Technical

Writing3 3 8:30 – 9:30 MWF

Science 102 Life Science 2 (Environmental Science)

3 3 7:30 – 9:00 TTH

Mathematics 102 Plane & Solid Mensuration 1 3 3 7:30 – 8:30 MWFSocial Science 101 Contemporary Local Issues 3 3 9:30 – 10:30 MWFComputer 101 Automobile Computer System

& Auto Diagnostic Tool’s Advancement

3 3 9:00 – 10:30 TTH

TechVoc Program: Automotive Sector Automotive Servicing NC II(Basic – 18 hrs, Common – 20 hrs & Core – 242 hrs)

280 7 1:00 – 5:00 Daily

On–the–Job TrainingAutomotive Servicing NC I & NC II: 160 hrs

160




Grade 12, First SemesterSubject Descriptive Title Hours Units Time ScheduleEnglish 103 English for Specific Purposes

and Advanced Technical Writing3 3 8:30 – 9:30 MWF

Literature 101 Philippine Literature 3 3 7:30 -9:00 TTHMathematics 103 Analytic Geometry 3 3 7:30 – 8:30 MWFFilipino 102 Pagbasa at Pagsulat Tungo sa

Pananaliksik3 3 9:30 – 10:30 MWF

Science 101 Physical Science (Physics 1) 3 3 9:00 – 10:30 TTHEntrepreneurship 101

Entrepreneurial Management 1 3 3 10:30 – 11:30 MWF

TechVoc Program: Automotive Sectora. Automotive Servicing NC II – Phase 2(Basic – 18 hrs, Common – 20 hrs & Core – 124 hrs)b. Driving NC II(Basic – 18 hrs, Common – 20 hrs & Core – 80 hrs)

162

118

7 1:00 – 5:00 Daily

Total Training Hrs. 280Source: Merida Vocational School, 2013


Grade 12, Second SemesterSubject Descriptive Title Hours Units Time ScheduleLiterature 102 World Literature 3 3 8:30 – 9:30 MWFScience 102 Physical Science (Physics 2) 3 3 Lecture

7:30 – 8:30Lab8:30 -10:00

TTH

Mathematics 104 Business Math 3 3 7:30 – 8:30 MWFSocial Science 102 Contemporary Global Issues 3 3 9:30 – 10:30 MWF

Entrepreneurship 101

Entrepreneurial Management 2 (Business Planning)

3 3 10:00 – 11:30 TTH

TechVoc Program: Automotive SectorMotorcycle/Small Engine Servicing NC II(Basic – 18 hrs, Common – 20 hrs & Core – 240 hrs)

278 7 1:00 – 5:00 Daily

On – the – Job TrainingDriving NC II MotorcycleSmall Engine Servicing NC II

160




Metals and Engineering

Under Metals and Engineering, the students – with teacher supervision – learn how to fabricate flower pots, trashcan stands, and window grills in the classrooms for free. The students also weld steel trusses of the new multi-purpose workshop/laboratory to enhance their skills and expose them to the real world of welders. Outside the school premises, the students weld window grills, trashcan stands, and other home fabrications as may be requested by prospective clients. (See Tables 46 to 49.)

Table 46: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Metals and Engineering, MVS

Grade 11, First SemesterSubject Descriptive Title Hours Units Time ScheduleEnglish 101 Speech Comm 3 3 9:30 – 10:30 MWFScience 101 Life Science 2 (Environmental

Sc)3 3 9:30 – 10:30 TTH

Mathematics 101 Plane & Solid Mensuration 1 3 3 8:30 – 9:30 MWFFilipino 101 Masining na Pagpapahayag 3 3 7:30 – 8:30 MWFHumanities 101 Philosophy of Human Person 3 3 7:30 – 9:00 TTH

TechVoc Program: Metals & EngineeringShielded Metal Arc Welding NC I(Basic – 18 hrs, Common – 20 hrs & Core – 242 hrs)

280 7 1:00 – 5:00 Daily


Table 47: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Metals and Engineering, MVSGrade 11, Second Semester

Subject Descriptive Title Hours Units Time ScheduleEnglish 102 Business English & Technical

Writing3 3 9:30 – 10:30 MWF

Science 102 Life Science 2 (Environmental Sc)

3 3 9:30 – 11:10 TTH

Mathematics 102 Plane & Solid Mensuration 1 3 3 8:30 – 9:30 MWFSocial Science 101 Contemporary Local Issues 3 3 7:30 – 8:30 MWF

Computer 101 Computer Aided Drawing (AutoCAD)

3 3 7:30 – 9:00 TTH

TechVoc Program: Metals & EngineeringShielded Metal Arc Welding NC II(Basic – 18 hrs, Common – 20 hrs & Core – 242 hrs)

280 1:00 – 5:00 Daily

On–the–Job TrainingShielded Metal Arc Welding NC I & NC II

160



Table 48: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Metals and Engineering, MVS

Grade 11, First SemesterSubject Descriptive Title Hours Units Time ScheduleEnglish 103 English for Specific Purposes

and Advanced TechnicalWriting

3 3 7:30 -8:30 MWF

Literature 102 Philippine Literature 3 3 7:30 – 9:00 TTHMathematics 103 Analytic Geometry 3 3 8:30 -9:30 MWF

Filipino 102 Pagbasa at Pagsulat Tungo sa Pananaliksik

3 7:30 – 8:30 MWF

Science 101 Physical Science (Physics 1) 3 3 9:00 -11:00 TTH


Entrepreneurial Management 1 3 3 9:30 – 10:30 MWF

TechVoc Program: Pipe Fitting NC II(Basic – 18 hrs, Common – 20 hrs & Core – 160 hrs)

198 7 1:00 – 5:00 Daily


Table 49: Proposed Senior High School Curriculum (Revised), SY 2012-2013,Metals and Engineering, MVSGrade 12, Second Semester

Subject Descriptive Title Hours Units Time ScheduleLiterature 102 World Literature 3 3 9:30 – 10:30 MWFScience 102 Physical Science (Physics 2) 5 3 Lecture

9:00 – 10:00Lab10:00 – 11:30

TTH

Mathematics 104 Business Math 3 3 8:30 – 9:30 MWFSocial Science 102 Contemporary Global Issues 3 3 7:30 – 8:30 MWF


Entrepreneurial Management 2 (Business Planning)

3 3 7:30 – 9:00 TTH

TechVoc Program: Metals & EngineeringPipe Fitting NC II – Phase 2(Basic – 18 hrs, Common – 20 hrs & Core – 160 hrs)

198 7 1:00 – 5:00 Daily

On–the–Job TrainingPipe Fitting NC II

160




Good Practices

The school’s good practices include the following:

1. The school fostered a multi-stakeholder partnership with DepEd, CHED, TESDA, LGU, HEIs, and industries to ensure that the SHS program can be fully implemented and sustained.

2. The school gets continued support from the stakeholders and transparency on every transactions.

3. Modular/self-paced learning and practical work and hands-on were em-ployed by the senior high TVE teachers.

4. The assessment tools used for senior high TVE teachers are rubrics, learning objectives checklist and behavioral checklist.

5. The senior high TVE teachers are NC holders in their fields of specialization.

6. The school sustained the community of practice among teachers and community of learners among students.

7. The layout of the laboratory rooms is in accordance with TESDA regulations following the 5S practice of good housekeeping.

8. The school accepts requests for automotive and welding services from teachers and the community.

9. The school uses the EASE modules for SHS students who need to catch up if they miss some academic subjects due to absences.

10. Due to lack of teachers, the head teachers also teach full time at six hours daily in the exigency of the service.

11. The school keeps track of their high school graduates through the help of the guidance counselor.


Stakeholder Support to SHS Program

The school signed a MOA with MAC Builders and Yakal Construction to ensure on-the-job-training for industry immersion, and with Eastern Visayas State University (EVSU) to provide HEI instructors to hold classes and share their expertise through training in terms of teaching strategies, methodologies and other relevant activities necessary.

The Leyte Provincial Governor Hon. Mimieta S. Bagulaya headed the inauguration of the two-classroom building which is presently being used by the SHS students.

The local government unit of Merida, Leyte, has granted a check amounting to PhP 567 thousand for the tools and equipment as pledged by the municipal officials headed by the Hon. Mayor Marcos Antonio D. Solaña.

HEI instructors already received their monthly honorarium from the Provincial School Board.

Issues and Concerns

The school’s issues and concerns include the following:

1. With its increasing enrollment, the school needs PhP 1,000 per student, but the MOOE funds are not enough to support the SHS financial requirements.

2. Parents will provide for the transportation fare of those students who will go home every day from their OJT.

3. Parents will shoulder the fee for house rental of students who will reside near the workplace since agencies cannot provide boarding houses for them.

4. Students have paid the insurance to the partner insurance provider Coop-Life Mutual Benefit Services Association (CLIMBS) of Metro Ormoc Credit Cooperative, Inc. (OCCI).

5. As of 2013, the MOA with PASAR and Philphos are still in progress since the MOAs were forwarded to the regional office for endorsement.

6. Upon the recommendation of the DepEd Region 8 director, academic subject teachers for Grade 11 students during second semester come from a HEI, specifically from Eastern Visayas State University (EVSU). However, there is the lack of budget to transport the said teachers and there is insufficient teacher items. In addition, there are not enough funds to provide training



for SHS teachers. As it is, the cost to transport the HEI teachers has already exhausted the school’s MOOE.

7. The ratio of equipment for automotive repair and metals engineering to the number of SHS students is currently at 1:4. To cope with this situation, they provide a schedule on the utilization of the tools and equipment. But this contributes to delays in hands-on learning and in the completion of school projects.

Recommendations

Merida Vocational School and its business partners need to come up with an agreement to shoulder the transportation fee and house rent of students undergoing OJT, and the agreement must be supported by the Department of Education. Also, DepEd should provide counterpart for students’ OJT insurance.

There is a need to sustain the linkage with industries already established through MOAs or MOUs. In particular, a linkage or industry coordinator should be designated to help provide students with easy access to immersion in local industries. The coordinator should be trained possibly by TESDA or the industry partner. Sustaining strong linkages with the industry also provides clarity in the industry’s needs in terms of skills and labor demand.

There is also the need to keep an open communication line with the stakeholders. The stakeholders are supportive of the SHS program so long as they are kept abreast of the developments in the implementation of the program and the significance of their roles in program implementation is clarified. This can be done by conducting quarterly convergence meetings.

The school should promote the “adopt a student program” to help indigent families.

Teachers from Merida Vocational School should be allowed to teach academic subjects for SHS students during second semester to help minimize the transportation cost incurred for the HEI teachers. Another option is to provide additional budget or request support from LGUs to subsidize the transportation of the HEI teachers.

Laboratory rooms for SHS students must follow TESDA rules and regulations in terms of set-up and safety measures. In the case of Merida Vocational School, one example is that they transferred the welding booth to the back of the welding laboratory room to prevent fires and other related occupational hazards.

The municipal and provincial LGUs should provide budgetary support for the provision of tools and equipment for SHS students. In this way, the SHS students can master their skills if there is a 1:1 student-equipment ratio.


Other problems and actions taken by Merida Vocational School related to SHS modeling include the following:

Table 50: Other Problems and Actions Taken by MVSProblem/Concern Action Taken1. Difficulty in setting assessment dates

with assessorsMeet the TESDA provincial director seeking assistance for the date of assessment

2. Some parents are not agreeable to the K to 12 program

Keep advocating the program through radio broadcast, posters, flyers, assembly meetings, publication of success stories on the K to 12 SHS implementation

3. Delayed release of the HEI’s honoraria

Follow-up the Office of the Provincial Governor

4. Program requires sufficient funds (i.e., PhP 1 million subsidy)

Communication letter was sent to DepEd Central Office

5. Meager MOOE release Seek support from stakeholders through solicitations and resolutions

6. Unavailable alternate for absent industry partners in charge of students’ immersion

Reschedule the dates of immersion

7. Overlapping schedule of immersion and assessment

Sit en banc with the industry in charge of the schedule and date




ANNEX 1: DURATION OF PRE-UNIVERSITY

PROGRAMS IN SOUTHEAST ASIA

Country Total Duration of Basic Education

Total Duration of Pre-University Program

Brunei 11/12 13/15Cambodia 12 13Indonesia 12 13Lao PDR 12 14Malaysia 11 14/15Myanmar 11 12Philippines 10 10Singapore 10/11 12/14Thailand 12 12Timor-Leste 12 12Vietnam 12 14/15

Source: SEAMEO INNOTECH 2011


ANNEX 2: LIST OF KEY INFORMANTSSan Pedro Relocation Center National High School

1. Victorio N. Medrano (Principal IV)2. Alenie B. Dualan (Industry Linkage Coordinator/Teacher)3. Emerlita D. Goyun (Head Teacher)4. Lorenzo Y. Baldovino, Jr. (Planning Officer Designate)5. Mirasol F. Dasig (Drafting Coordinator/Master Teacher I)6. Zoila K. Pentecoste (Soft Trades Coordinator/Master Teacher II)7. Annabelle T. Madrid (Master Teacher II - Science)8. Ruby P. Favis (Master Teacher I)9. Kimberly P. Reoganes (Student)10. Kim Euzielle M. Silva (Student)11. Joren N. Sanchez (Student)

Sangley Point National High School1. Randie L. Salonga (Head Teacher III)2. Russel V. Bautista (Teacher I)3. Louise Mae D. Suan (Teacher I)4. Myra D. Suan (Teacher III)5. Ivy Camille Pacul (Grade 11 Student)6. John Patrick Escote (Grade 11 Student)7. Stephanie B. Gonzales (Grade 11 Student)

Bacolod City National High School1. Jose G. Dayot III (School Principal IV)2. Inocentes V. Tupas, Jr. (Teacher III)3. Nenette M. Treyes (Master Teacher I)4. Ma. Cristina T. Doriman (Teacher III)5. Rolando E. Martinez (Teacher I)6. Yolly Vingno (Teacher II)7. Ma. Victoria L. Solitano (Master Teacher I)8. Allan M. Pomada (Teacher III)9. Florida G. Gargalicano (Teacher II)10. Judith L. Vargas (Teacher II Grade 12 Adviser)11. Reycint Aresgado (Grade 12, 18 years old)12. Daisy P. Villamor (Grade 12, 18 years old)13. Ernel Gentapanan (Grade 12, 18 years old)



Sum-ag National High School1. Warlito D. Rosareal (School Principal IV)2. Clark Canlog (SST I)3. Annabel Villaruel (Master Teacher I)4. Leticia Fran (Head Teacher III)5. Rosemarie P. Demabildo (Head Teacher III)6. Teresa B. Magalona (Master Teacher I)7. Grace Junas (SST III)8. Nelia Bellosillo (Head Teacher III)9. Selected SHS students

Doña Montserrat Lopez Memorial National High School1. Wilfredo O. Hermosura, Principal IV2. Federico B. Espinosa, MT I3. Nanette D. Sudayan, MT I4. Sabrina D. Janagap, MT I5. Debbie Ann Y. Valladarez, T26. Gayzell Mae O. Saison, T17. Mary Lailani G. Javines, T18. Angelica A. Lapastora, Grade 11 student (FBS)9. Alvin G. Camaria, Grade 11 student (EIM)10. David Lester G. Apilo, Grade 11 student (Housekeeping)11. Leila Mai A. Lisbo, Grade 11 student (SMAW)

Palo National High School1. Michael A. Regis (School Principal IV)2. Melba A. Palamos (SST III)3. Marive P. Repulda (Guidance Counselor)4. Anjanette C. Deliño (17-year old Grade 11 student specializing in Tourism)5. Joemark O. Patan-ao (20-year old Grade 11 student specializing in Tourism)6. Dexter B. Fumar (19-year old Grade 11 student specializing in ICT)7. Jonna Mae C. Margallo (17-year old Grade 11 student specializing in ICT)

Merida Vocational School1. Noel P. Del Pilar (Head Teacher I; Teacher on TechVoc Program on Metals and

Engineering)2. Antonio Dacatimbang, Jr. (Teacher III)


REFERENCESDepartment of Education. DepEd Order No. 36 s. 2012: Guidelines on the 2012

Implementation of the Senior High School (SHS) Modeling in Selected Technical and Vocational Education and General Secondary Schools under the K to 12 Basic Education Program Department of Education.

———. DepEd Memorandum No. 291 s. 2008, Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for Public School Teachers.

———. DepEd Order No. 40, s. 2015, Guidelines for Building Partnerships for the K to 12 Basic Education Program.

———. “Senior High School Curriculum”. Presentation at the 2014 National Conference on the Educational Paradigm Shift for Grades 11 and 12. February 2014.

———. “The DepEd Reform in Secondary Education: The Grades 11 and 12 Tracks and Its Challenges”. Presentation at the 2014 National Conference on the Educational Paradigm Shift for Grades 11 and 12. February 2014.

Department of Education and SEAMEO INNOTECH. K to 12 in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and Adequacy of Basic Education. 2012

German-Philippine Chamber of Commerce and Industry. Education and Training: Made in Germany. Makati City: German-Philippine Chamber of Commerce and Industry, 2015. http://philippinen.ahk.de/uploads/media/Education_Brochure.pdf

Technical Education and Skills Development Authority. http://www.tesda.gov.ph

Technical Education and Skills Development Authority. “TechVoc Policy Implications of the K to 12 Enhanced Basic Education”. TESDA Policy Brief, no. 02 (December 2013).

———. TESDA Circular No. 31 s. 2012. Guidelines in the Implementation of Dual Training System (DTS) Programs and Dualized Training Programs (DTP). October 18, 2012

Republic Act No. 4670, The Magna Carta For Public School Teachers.(1966).



Republic Act No. 7160, Local Government Code of 1991. (1991)

Republic Act No. 7323, Special Program for the Employment of Students (SPES). (1992)

Republic Act No. 7836, The Philippine Teachers Professionalization Act of 1994.

Republic Act No. 8525, Adopt-a-School Act of 1998

Republic Act No. 10533, Enhanced Basic Education Act of 2013.

SEAMEO INNOTECH. “K to 12 in Southeast Asia: Benchmarking for Excellence”. SEAMEO INNOTECH Research Update, (2011).

SEAMEO INNOTECH. K to 12 Toolkit: Resource Guide for Teacher Educators, School Administrators and Teachers. Quezon City, Philippines: SEAMEO INNOTECH, 2012.

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