INDUSTRY REQUIREMENTS ON THE KNOWLEDGE, SKILLS AND ATTITUDES

OF PUBLIC TECH-VOC HIGH SCHOOL GRADUATES

IN REGION IV-A: BASIS FOR AN ENHANCED
TECH-VOC PROGRAM




A Dissertation Proposal
Presented to





The Faculty of the Graduate School
Southern Luzon State University
Lucban, Quezon





by




ARIS S. BARRAGO





In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management



October 2014

RATIONALE
Secondary education is at the crossroad of education systems. It is tasked to
prepare unprecedented numbers of young people for further learning and sustainable
means of livelihood. In the Philippines, far too many young high school students leave
high school before earning their diploma. The high school graduation rate is only
58.52% and those who earn their high school diplomas do not possess the necessary
knowledge and skills for success in post-secondary education and in the workplace.
This underscores the need to strengthen the technical-vocational high schools in order
to bring students into employment and the mainstream of social and economic activities
(SEAMEO INNOTECH, 2008).
The educational system produces more than a million college graduates of
different courses and specializations every year. However, majority of these graduates
still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail
to meet the demands of the labor market since the available job offerings require
technical-vocational skills (Lapus, 2009).
This study aimed to improve the present Tech-voc curriculum to prepare the
graduates for employment. As stated in DepEd Memo No. 498 s. 2007, competency-
based curriculum is the total learning contents, experiences and resources that are
purposely selected, organized and implemented by the school in pursuit of its peculiar
mandate as a distinct institution of learning and human development. In the case of
technical-vocational schools, competencies refer to the knowledge and skills to be
acquired by students on their selected area of specialization. Instructions centered on
actual performance and evaluation measures are used to enhance each Tech-voc skills.
The program provides the students a chance to master the skills before going to the
next level.
Hence, to improve the quality of education, the Department of Education was
mandated not only to cater to the basic education of the students but also to provide
students with the right knowledge, lifelong skills and attitudes in order to prepare them
to become caring, self-reliant, productive and patriotic citizens of the country. The
strengthening of public technical vocational high schools was created by the
department to meet the global competencies and heightened technological awareness.
The ultimate goal is to produce graduates with lifelong skills and relevant skills they can
use to be productive and responsive members of the society (DepEd Updates, 2007).
In response to this need, the Strengthened Technical Vocational Education
Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout
rate in high school and help lessen job-skills mismatch of graduates and labor market
needs of local industries. It is geared towards providing technical-vocational students
with TESDA certifiable skills while still in the high school. In this way, it provides these
students with wider options during and after high school education that will enable them
to either pursue: a) college education, b) post-secondary education, c) venture into
entrepreneurship or d) be directly employed either in the formal and/ or informal
economy. The government does not have to wait for these students to be out-of-school
or discontinue post-secondary schooling before they get technical and vocational
training (Belen, 2009).
To support this program of the government and increase the employment rate of
the country, 282 technical-vocational high schools in the country have been established,
putting them in a unique place in the public secondary system. Its vision is for them to
become the center of excellence for field of specializations in Arts and Trades,
Agriculture and Fishery (DepEd Order No. 42 s, 2008).
Likewise, the Grant Thornton International Study (2012) revealed that 43% of
Philippine companies considered the scarcity of skilled labor as a major roadblock to
their expansion plans. In 2011, 15% of the companies surveyed complained of the
same problem. There is currently a mismatch between the skills that graduates from
vocational and tertiary education are obtaining and those required by industry. As a
result, the Philippine education and training systems faces many barriers to employment
and training opportunities (Jimenez, 2011). The Future of the Philippines is hinged on its
human capital and this is the key to global competitiveness and economic development.
DepEd Region IV-A has nine Tech-voc Schools. These schools offer Practical
Electricity, Electronics, Welding and Fabrication and Automotive as major areas of
specialization. Being included in the roster of technical-vocational school in the country,
Tech-voc students are expected to evolve with technical knowledge and skills which will
help them in the future, one of which is to achieve employment.
In Region IV-A (CALABARZON), 450 out of its 2,970 graduates (15%) worked in
the companies in Laguna, specifically electronics and automotive companies as
production operators and technicians. On the other hand, 1,700 out of 2,970 graduates
(57%) enrolled in college while the remaining graduates, 820 out of 2,970 (28%)
stopped from schooling and are unemployed at the end of School Year 2011-2012
(Marquez, 2012). This fact is very alarming because a large percentage of graduates
belong to the Out-of-school youth (OSY) which could have been prevented if the
graduates are prepared or ready to work in an industry given that they cant pursue
college education due to financial issues.
The researcher being a master teacher in one of the Tech-voc schools in Region
IV-A and has been teaching Automotive Technology for ten years opted to delve into
this problem of unemployment among Tech-voc graduates in the region. With the given
present scenario, this prompted the researcher to focus on a study in validating the
preparedness of the Tech-voc graduates to the world of work. This study aims to
improve the Tech-voc program that will help them to be productive citizens through
employment. There are certain factors which will be determined by the researcher
regarding the preparedness of Tech-voc graduates for employment.










STATEMENT OF THE PROBLEM
The study aimed to determine the industry requirements on the knowledge, skills
and attitudes (KSA) of Public Tech-voc graduates which will be the basis for an
enhanced Tech-voc program.
Specifically, it sought to answer the following problems:
1. What is the profile of the respondents in terms of:
a. Age?
b. Gender?
c. Major subject enrolled in the Tech-voc course?
2. What are the knowledge, skills and attitudes (KSA) which the students from the
public Tech-voc schools acquired as grouped according to their profile?
3. What are the knowledge, skills and attitudes (KSA) which the industry requires from
Public Tech-voc graduates to become future employees?
4. Is there is a significant difference on the knowledge, skills and attitudes (KSA)
between the industry requirements and those which the graduates acquired from the
public Tech-voc schools as grouped according to their profile?
5. What enhanced Tech-voc program could be derived based on the findings of the
study?
Hypothesis
This hypothesis will be tested:
1. There is no significant difference on the knowledge, skills and attitudes (KSA)
between the industry requirements and those which the graduates acquired from the
public Tech-voc schools as grouped according to their profile.
RESEARCH PARADIGM






Figure 1
Theoretical Framework on the Industry Requirements on the Knowledge,Skills
and Attitudes of Public Tech-voc High School Graduates in Region IV-A: Basis for
an Enhanced Tech-voc Program







Respondents Profile
Age
Gender
Tech-voc Major

Public Tech-voc Schools
Students
Knowledge
Skills
Attitudes

Industrys Demands
According to:
Knowledge
Skills
Attitudes

Analysis of the significant
difference on the
Knowledge, Skills and
Attitudes between the
industries requirements
and those which the
students acquired from
public Tech-voc schools as
grouped according to
their profile


Enhanced Tech-voc
Program

INPUT
THROUGHPUT OUTPUT
BIBLIOGRAPHY
Belen, H. F. (2009). Occupational arts and technical-vocational education. National
Bookstore, Manila.
Bruijn, E.D. (2007). Teaching activities and work theories of teachers in innovative
vocational education in the Netherlands. Paper presented at the European
Conference on Educational Research (ECER). Gent, Universiteit Gent.
DepEd Memo No. 498 s. 2007 (2007). Memorandum for an enhanced Technical-
vocational program DepEd.
Jimenez, I.O. (2011). Labor set-up in the third world country. National Bookstore,
Manila.
Lapus, J.O. (2009). The educator. 2009-02
Marquez, F. (2012). Tracer study of TVE graduates in Region IV-A. May 2013-01
Southeast Asian Ministers of Education Organizational Regional Center for Educational
Innovation and Technology (2008). State of tech-voc schools in the Philippines.
2008-01




TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENED
TECHNICAL VOCATIONAL EDUCATION
PROGRAM- COMPETENCY BASED CURRICULUM
IN REGION IV-A: A BASIS FOR QUALITY
FRAMEWORK DEVELOPMENT





A Dissertation Proposal
Presented to





The Faculty of the Graduate School
Southern Luzon State University
Lucban, Quezon





by




ARIS S. BARRAGO





In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management



October 2014
RATIONALE
People define quality in many ways. Some think of quality as superiority of
excellence, others view it as a lack of manufacturing or servicing defects, still others
think quality as related to product features or price. Total is a word used to refer to the
whole, the absolute, including everything and everyone.
Accordingly, total quality is a people-focused management system that aims at
continual increase in customer satisfaction at continually lower cost. It is a total system
approach and an integral part of high level strategy. It works horizontally across
functions and a department involves all employees, top to bottom and extends
backward and forward to include the supply chain and the customer chain. Total quality
stresses learning and adaptation to continual change as keys to organizational success
(Colinares,2009).
In like manner, management by fact needs performance measures to lead the
entire organization in a particular direction; that is, to derive strategies and
organizational change; to manage the resources needed to travel in this direction by
evaluating the effectiveness of acting plans; and to operate the processes that make the
organizations work and continuously improve (Wragg, 2011).
Quality education has been the major thrust of Philippine education. In its truest
sense, quality education means upgrading educational standards geared towards the
attainment of educational excellence. One indicator of educational excellence is the
presence of highly effective, efficient and efficacious curriculum implementers, the
school teachers and administrators (Amarga, 2010).
Consequently, education is really essential to life as a nation. But what is the real
situation? It is sad to note that there is an apparent deterioration of Philippine education.
Various problems ranging from economic, social, moral, and others are becoming
hindrances to the achievement of the goals in as far as giving quality education to
students is concerned (Rosas, 2010).
The EDCOM Report of 1990 is very specific in stating that to improve the quality
of the Philippine education, and to make it more responsive to the development
challenges of the country, one of legislative and program measures considered
imperative is improving the quality status of the administrators.
In the 2011 DepEd data and statistics on cohort survival rates, out of 100 pupils
that entered grade one, only 65 will reach and finish grade six. Meaning, there is
already a 35 percent dropout rate in the elementary. Of the 65 elementary graduates,
only 58 will enter high school education. Eventually, out of 58, only 43 will finish their
secondary education. In short, the dropout rate in high school is at alarming rate of 26
percent. Of the 43 high school graduates, only 23 can pursue their college education.
The other 20 might have been in post-secondary or out-of-school status already.
Eventually, only 14 of these 23 college enrollees will finish college (DepEd Updates,
2012).
Furthermore, if in the mindset of the students and parents that high school is a
mere preparation for college, what is then the relevance of the high school system if one
cannot pursue a college education? This sad reality is also one of the reasons why
DepEd is pursuing for technical-vocational education program. By providing them with
certifiable skills, it can also provide students wider options in life whether or not they
pursue higher education (Erwin,2012).
The educational system produces more than a million college graduates of
different courses and specializations every year. However, majority of these graduates
still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail
to meet the demands of the labor market since the available job offerings require
technical-vocational skills (Lapus, 2009).
On the other hand, the so-called blue collar jobs flood the market. And yet,
inspite of the vast opportunities in the technical and vocational field for immediate and
easy employment, the graduates still prefer courses or degrees leading to white collar
jobs. Local industries say there are 600,000 skills-based job openings that have
remained unfilled for the lack of qualified applicants (Manila Bulletin, 2008).
Hence, to improve the quality of education, the Department of Education was
mandated not only to cater to the basic education of the students but also to provide
students with the right knowledge, lifelong skills and attitudes in order to prepare them
to become caring, self-reliant, productive and patriotic citizens of the country. The
strengthening of public technical vocational high schools was created by the
department to meet the global competencies and heightened technological awareness.
The ultimate goal is to produce graduates with lifelong skills and relevant skills they can
use to be productive and responsive members of the society ( DepEd Updates, 2012).
In response to this need, the Strengthened Technical Vocational Education
Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout
rate in high school and help lessen job-skills mismatch of graduates and labor market
needs of local industries. It is geared towards providing technical-vocational students
with TESDA certifiable skills while still in the high school. In this way, it provides these
students with wider options during and after high school education that will enable them
to either pursue: a) college education, b) post-secondary education, c) venture into
entrepreneurship or d) be directly employed either in the formal and/ or informal
economy. The government does not have to wait for these students to be out-of-school
or discontinue post-secondary schooling before they get technical and vocational
training (Andrada, 2009).
In its implementation, it has directly benefited 282 technical-vocational high
schools by putting them in a unique place in the public secondary system. Its vision is
for them to become the center of excellence for field of specializations in Arts and
Trades, Agriculture and Fishery (DepEd Order No. 42 s, 2008).
Region IV-A has nine identified Technical-Vocational high schools under the
Department of Education which is implementing the STVEP-CBC, namely, 1.Bauan
Technical High School in Bauan, Batangas 2. Malvar National High School in Malvar,
Batangas 3. Calamba Bayside National High School in Calamba City, Laguna
4. General Mariano Alvarez Technical High School in General Mariano Alvarez, Cavite
5. Amaya School of Home Industries in Tanza, Cavite 6. Tanza National Trade School
in Tanza, Cavite 7. San Pedro Relocation Center National High School in San Pedro,
Laguna 8. Godofredo M. Tan Memorial School of Arts and Trades in San Narciso,
Quezon and 9. Manuel S. Enverga Memorial School of Arts and Trades in Mauban,
Quezon.
Since the school year 2010 up to the present, the researcher has noticed that
some factors like managerial attitudes and competence as well as personal attributes of
teachers and administrators affect the total quality management in the implementation
of STVEP-CBC in Region IV-A. Thus, the researcher has chosen this topic for study in
order to design a quality framework development program in response to the full
implementation and complete realization of the STEVP-CBC objectives that are quality
centered, based on the participative membership and aimed at long-term success
through customer satisfaction, benefiting all to the members of the organization and the
society as a whole.










STATEMENT OF THE PROBLEM
This study aimed to determine the total quality management in the
implementation of the STVEP-CBC in Region IV-A. Specifically, it sought answers to the
following questions:
1. What are the profile of administrators and teachers competence in terms of:
1.1 educational qualification;
1.2 field of specialization; and
1.3 perception towards the program?
2. What is the degree of management functions of school administrators as
perceived by the school administrator themselves in terms of:
2.1 communicating the school VMGO;
2.2 supervising and evaluating instructions;
2.3 implementing the curriculum;
2.4 monitoring and assessing student progress; and
2.5 professional development of teachers?
3. What is the degree of management functions of school administrators as
perceived by teachers in terms of:
3.1 communicating the school VMGO;
3.2 supervising and evaluating instructions;
3.3 implementing the curriculum;
3.4 monitoring and assessing the student progress; and
3.5 professional development of teachers?
4. What is the status of the STVEP-CBC implementation program of activities as
perceived by the administrators and teachers in terms of the following:
4.1 in-service trainings;
4.2 production of teacher s materials;
4.3 support tools, facilities and equipment; and
4.4 monitoring and evaluation?
5. Is there a difference between the administrators and teachers perceptions on
the degree of school administrators functions, namely:
5.1 communicating the school VMGO;
5.2 supervising and evaluating instructions;
5.3 implementing the curriculum;
5.4 monitoring and assessing the student progress; and
5.5 professional development of teachers?
6. Is there a difference between the administrators and teachers perceptions on
the status of STVEP-CBC implementation program of activities, namely:
6.1 in-service trainings;
6.2 production of teachers materials;
6.3 support of tools, facilities and equipment; and
6.4 monitoring and evaluation?
7. What quality framework development is evolved from the findings of the study?



Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of
significance:
Ho1 : There is no significant difference between the administrators and teachers
perceptions on the degree of school administrators functions in the aspect of:
1.1 communicating the school VMGO;
1.2 supervising and evaluating instructions;
1.3 implementing the curriculum;
1.4 monitoring and assessing the student progress; and
1.5 professional development of teachers.
Ho2 : There is no significant difference between the administrators and teachers
perceptions on the status of implementation of STVEP-CBC program of activities,
namely:
2.1 in-service trainings;
2.2 production of teachers materials;
2.3 support tools, facilities and equipment; and
2.4 monitoring and evaluation.



RESEARCH PARADIGM
Independent Dependent
Variables Variables Output

















I.ADMINISTRATORS
AND TEACHERS
COMPETENCE
1. Educational
Qualification
2. Field of
Specialization
3. Perception
Towards the
Program


II. FUNCTIONS OF
SCHOOL
ADMINISTRATORS
AS PERCEIVE BY
TEACHERS AND
ADMINISTRATORS
1. Communicating
the school VMGO
2. Supervising and
evaluating
3. Implementing the
Curriculum
4. Monitoring and
assessing student
progress
5. Professional
Development



IMPLEMENTATION
OF THE STVEP-CBC
PROGRAM
COMPONENTS AS
PERCEIVE BY
TEACHERS AND
SCHOOL
ADMINISTRATORS


1. In-service Training
2. Production of
Teacher
Materials(Textbook
s, Instructional
Materials,&
Teachers Manuals)
3. Support for tools,
facilities and
Equipment
4. Monitoring and
Evaluation




QUALITY



FRAMEWORK



DEVELOPMENT
BIBLIOGRAPHY
Amarga, J.M. (2010). The Philippines-Australia project in basic education of the lead
and satellite schools in Naawan: an assessment. Unpublished Masters
Thesis, St. Peters College, Iligan City

Andrada, L.M. (2009). Making curriculum innovations work for your school. A position
paper presented at the second PAVEA National Congress, Dauis, Bohol

Colinares, N. E. (2009). Philippine education in the third millennium. 6Ns Enterprise.
University of Eastern Philippines, Manila

DepEd Order, No. 42 s. 2008. Official list of additional 121 tech-voc high schools to
implement the STVEP-CBC effective SY 2008-2009, May 28, 2008

DepEd Updates. (2012) The STVEP, providing relevant education for the
youth.2012.Pasig City

Erwin, J.C. (2012). The classroom of choice: Giving students what they need and
getting what you want. Association for supervision and curriculum
development. Englewood Cliffs, New Jersey. Prentice-Hall.

Manual of Operation on Public Technical Vocational High School. Manila,2007

Rosas N.L. (2010). Philippine education in the third millennium: Trends, Issues and
challenges, concerns. TQM and transformational leadership in private
schools. University of Eastern Philippines. Printed in the Philippines by
Tres Ninas General Merchants. Northern Samar.

Wragg, E.C. (2011). Class management in the secondary school. Routledge
Falmer.London















ACHIEVING EXCELLENCE IN THE TEACHING PROFESSION:
VOICES OF 2014 METROBANK OUTSTANDING
TEACHERS




A Dissertation Proposal
Presented to





The Faculty of the Graduate School
Southern Luzon State University
Lucban, Quezon





by




ARIS S. BARRAGO





In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management



October 2014


RATIONALE
A program of the Metrobank Foundation, the Search for Outstanding Teachers
honors the teaching profession, recognizing those who exhibit competence, remarkable
dedication to their work, and effective educational leadership, as well as their various
community involvements. There are three levels in the competition: elementary,
secondary and tertiary. Over the years, the Search has become a sought-after award
among educators as it earned the prestige of becoming a benchmark of excellence in
the teaching profession.
The Search for Outstanding Teachers represents the culture of excellence in
education by recognizing the country's best mentors who can be upheld as models not
only for educators but for other community members as well. More than 300 exemplary
elementary, high school, and college teachers from all over the country have so far
been awarded since its launching in 1985. (mbfoundation.org, 2014)
With the above mentioned background about the search, the researcher as a
Regional finalist for 2014 came out with the idea of doing a qualitative research based
on the impact of the awardees in the school, community and the church as a basis for
achieving excellence in the teaching profession. As an output of this research an
inspirational coffee table book will be produced to attract, guide and inspire teachers
and would be teachers.



STATEMENT OF THE PROBLEM
This study aimed to determine the formula for winning the Metrobank Search for
Outstanding Teachers (SOT) and how each winner creates an impact on the school,
community and the church. Specifically, it sought answers to the following questions:
1. What are the profile of the 2014 Metrobank Outstanding Teachers
1.1 age;
1.2 gender;
1.3 current position/rank;
1.4 religion;
1.5 residence;
1.6 educational qualification;
1.7 subjects taught;
1.8 teaching experience;
2. What are the distinct personal qualities and character of the outstanding
teacher?
3. What is the evaluation rate of the outstanding teacher for the last five years?
4. What are the instructional materials originally produced and used for the
improvement of teaching from 2004 to date?
5. What are the original outputs produced and used for the improvement of
teaching from 2004 to date?
6. What are the research/action researches conducted from 2004 to date?

7. What are the involvements in extra and co-curricular activities from 2004 to
date?
8. What are the involvements in professional and community activities from 2004 to
date?
9. What are the professional/ community awards/ merits/ recognitions/
commendations received from 2004 to date?
10. What are the significant impact of the outstanding teachers on the school,
community and the church?












RESEARCH PARADIGM
INPUT PROCESS OUTPUT

















a. Profile of the
respondents
b. Distinct
Characters and
qualities
c. Evaluation
rates
d. Prepared
instructional
materials/
output and
research
conducted
e. Involvement in
extra and co-
curricular
activities
f. Involvement in
professional
and community
activities
g. Professional/
community
awards/ merits/
recognitions/
commendations
received
















TRIANGULATION
OF VARIABLES
INVOLVED IN THE
STUDY








INSPIRATIONAL
COFFEE TABLE
BOOK FOR THE
2014
METROBANK
SEARCH FOR
OUTSTANDING
TEACHERS

BIBLIOGRAPHY
Metrobank Foundation Website. (2014). http://www.mbfoundation.org.ph/education_sot.html