Republic of the Philippines “% Department of Education a ra aie of Eon Bw é SCHOOLS DIVISION OFFICE 1 PANGASINAN Lingayen Division Memorandum No. 22 F, s. 2019 TO I All Public Schools/ District Supervisors All Public and Private Secondary School Heads Al Others Concerned FROM MARIA CELIA JUNI al Ed.D. Schools Division Superintendent SUBJECT: GUIDELINES ON THE UTILIZATION OF SENIOR HIGH SCHOOL ‘CAREER GUIDANCE PROGRAM MODULES AND REPORTING SYSTEM DATE July 23, 2019 PARTICULARS 1. In compliance with the OUA Memorandum 09-0719-0236 dated July 1, 2019, Regional Memorandum dated July 12, 2019 and consistent with the Division Memorandum No. 11, 8.2019, Implementation of Grade 10,11 and 12 Career Guidance Program Modules, attached is a copy of the Guidelines on the Utilization of Senior High School Career Guidance Program Modules and Reporting System with Enclosures 1 and 2, which are the CGP Monitoring Form and the Terms of Reference for Career Advocates, respectively. 2. Immediate dissemination and implementation of this Memorandum is desired, DEPED- RECORD: SHV. OFF PANERA JUL 20 2019 RELEASEDcr Republic of the Philippines DEPARTMENT OF EDUCATION ei Region 1 City of San Fernando, La Union 2500 CLD 2450 > perm ee V7 su, 2019 sina 1B. TO: SCHOOLS DIVISION SUPERINTENDENTS = iW FROM: THE REGIONAL DIRECTOR SUBJECT: Guidelines on the Utilization of Senior High School Career Guidance Program Modules and Reporting System DATE: July 12, 2019 Attached is a Memorandum from USEC for Administration Alain Del B. Pascua, Department of Educatio: ntral Office, Pasig City dated July 1, 2019, for appropriate action. 4M. SGA) Incl. As Stated, RELERSED ESSD-DCN/vp a: corer 072) €07-8136 @ "B70N I DIEpEE 90H Bh ® |IMN0IN mm ESS TYGRevubls ug Pele Kagawaran ng Cdukaspon g#lasrang Salihin ‘Tanggapan ng t 8 Dope REGIONAL. UrFICE 4 OMBMORANDUM © RECEIVED 01 July 2019 Len sage For: Undersecretaries fis Assistant Secretaries Be Bureau and Service Directors Regional Directors BARMM Minister for Basic, Higher, and Technical Education Schools Division Superintendents Subject: GUIDELINES ON THE UTILIZATION OF SENIOR HIGH SCHOOL CAREER GUIDANCE PROGRAM MODULES AND REPORTING SYSTEM ‘The Bureau of Learner Support Services - Youth Formation Division (BLSS- YFD) is issuing the following guidelines on the Utilization of Seninr Miah School Career Guidance Program Modules and Reporting System 1. Pursuant to Rule V of the Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) is mandated to properly guide secondary level students in choosing the career tracks that they intend to pursue through informed carcer choices towards becoming productive and contributing individuals, Consistent with the said mandate, the Senior High School (SHS) Career Guidance Program (CGP) Modules were developed and rolled out fationwide during the National Training of Trainers and Mass Training of Teachers and Career Advocates per DepEd Memoradum No. 8, . 2017 2. The SHS CGP Modules (Grades 11 and 12) shall continue to be delivered by the class adviser or carcer advocate every third week of the month starting July of every school year. As such, school heads are advised to make the necessary arrangements relative to the schedule of activities and the loads of class advisers or career advocates, ensuring that classtoum instruction fa not unduly affected 3 The class adviser or career advocate shall include the delivery of the CGP Modules in the School Teacher’s Program. It shall be considered. ssF the first semester and Mod for the second semester. 3) there be diflerent class advisers for Land second coordination between advisers conecrned shall be crsured emesters, close 5S. The schools shall conduct an orientation of SHS class advisers and teachers on the implementation of the CGP Modules prior to the beginning of the school year. 6. To gather fecdback on the utilization of tie CGP modules, the enclosed CGP Monitoring Form (Enclosure 1) shall he accomplished and submitted in accordance with the following: + ‘The school guidance — counsel teachers/career advocates shal sh the CGP Monitoring Form (Enclosure 10) per semester, enc shuli submit these to the schools division office (SDO) for consolidation by the Youth Formation Coordinator {YFC) of the School Governance and Operations Division (SGOD). rs. or designated — guidance + In addition to the consolidated information from the CGP forms, the Division YFC shall include in the SDO report information on the monitoring activities undertaken by the $DO, which shall include, at Ube minimurr a) Date of monitoring visits b) Name of schools visited. including school ID, name a contact details of school head ¢) Class/section observed, CGP module implemented name and contac: details of class adviser Feed bac! servations9. % submicted 10 the RO. the Education Support Sorvir ¢ the SDO reports. In addition 10 115 Jon from the SDO reports, the Regional YFC Ais 9 the regional report, at the minimum, the following a} Summary of feedback/observations from SDO monitoring Wists (Including during any RO monitoring visits) 5] Summary of issues and challenges as documented in SDO "ports (including during any RO monitoring vis ci Policy and program management recommendations to improve the implementation of the CGP in the division lent The Regional YFC shall facilitate the Submission of the regional Deore (©, (he Bureau of Learner Support Sens Youth Formation Dwision (BLSS-YFD) at the Central Office pelt copies of the regional reports shall be submitted to biss.yiddedeped.gev.ph on the fourth week of nov ember for the first Semester and on the fourth week of April for the seocna semester Expenses related to the conduct of the CUP shall be ¢ harged to local funds Me enOO| Maintenance and Other Operating Expenses (MOOE], subject to the usual accounting and auditing rules ane regulations, Enclosures 1 and 2 are the CGP Monitoring Form and the Terms of Reference for Career Advocates, respectivel, Immediate dissemination and implementation of this Memorandum is desired, 3 So PASCUA UndersecretaryDate Conducted ructions: ° ig lor the following items by putting a check sing to your answer. SA for Strongly Agree, A for Agree, D ssid :o* Disagree, SD stands for Strongly Disagree, Learning Objectives Items [saa yb sD | The objectives of the | modules are clearly | | i i L + 2 objectives of the | ! i modules are — specific, achievable and relevant. The objectives of the! i modules are achieved at} the end of the session ry Il, Learning Content The “content” of the modules is suited to the i learners’ age, gender, and interests that it become relevant to the ' their lives. The learning competencies and | degrees of difficulty of | activities in the modules fits with the learners’ a & sand abilities, | 6. The expected | t | results/outputs of the | i \ module are achieved and |__ manifested, 7 eeeierees| Sead } he activities a the | modules considers 1 individual diferences and uniquenessOrganization Ttems [8b ] The module / { organized in i ponte and Now. babe i feces %. The “activities “i “the } } Module are Sequenced in | / f~- 8 logical man, ait as | The ‘time given } i. f conducting the module is | enough, tlficient or Learning Experience tems eet The “ activities are fompletely aligned with | L et Of objectives, f fae The activities SA j activities } fi conduct i ir ives,” is Provisions of, | eo materials makes leaming | j : f ee My antl | | | meaningtal joy the | | fi learners i i i i |. What are the best features of the Content of the module? tyin,02. Which features of the content of the module needs further improvement? How could we improve them?TERMS OF REFERENCE FOR CAREER ADVOCATES ey Context fucution Act of 1982 stipulates that “students and pupils in all schools sha! enjoy ... the right to school guidance and counseling servives for decisions anc electing the aiternatives in fields of work suited 19 his potentialities" (Sectior 9.3). The exerci right is supported by the Department of Edueation (DepEd) through its various guidance and counseling policies ancl programs. The Guidance and Counseling Act of 2004 (Republic Act [RA] No. 9258) professionalized the practice of guidance and counseling The law provides that the profession “involves the use of an integrated approach io the development of a well-functioning individual primarily by helping him/her to utilize his/her potentials to the fullest and plan his/her fature in accordance with his/her abilities, interests and needs. It includes functions such as counseling subjects. particularly subjects given. in the Ecensure examinations, and other human development services” (Section 3-al In 2013, major educational reforms were introduced through the Enhanced Basie Education Act of 2013 (RA 10533), One of the salient features of the K 10 12 Basic Education Program is the introduction of Career Guidance. The law supulates that “jtlo properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with the DOLE, the TESDA CHED, shall regularly conduct career advocacy activities for seconds students" (Scction 9}. Notwithstanding the provisions of Section 27 of RA the Implementing Rules and Regulations (IRR) of RA 10533 specifies that advocates shall be allowed to conduct career advocacy activities for secondary level students of the schools where they are currently employed; provided. (sat they undergo appropriate capacity building programs developed and implemented by the DepEd. in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations, guidance and counseling associations professional associations, and other relevant stakeholders” (Section 19). ‘The IRR of RA 10533 defines Career Advocates as “career and employment guidance counselors who are not registered and licensed guidance counselors. Career advocates include homeroom advisers and teachers of all learning areas who will implement career advocacy activities’ (Section 19}: while Career Advocacy Activities refer to “activities that will guide secomdary level students in choosing the career tracks that they intend to pursue” and these involve ‘provision of career information and experiences, advising, coordinating and waking referrals, and may include, but are not limited to, carcer talks, career and job fairs, parents’ orientations, and seminar-workshops un career dec making” (Section 18} epEd’s Career Guidance Program (CGP) is bolstered by the enactment of RA 1206 or the Secondary Schoo! Career Guidance cud Counseling Act, which seeks (y insututionalize career guidance and counseling program for students in all hc and prsate secondary schools nationwide’ and "equip secondary ‘Suidents with the capability to make educated career decisions and them to rele\ant labor markets" (Section 3).Roles and Responsibilities of Career Advocat: wernanee [eve ’ Is. the rales and responsibilities af Career Advoca! as follows: a} Assist the Guidance Counselor in planning and implementing the CGP which inchades the following Career orientation ~ Career assessment/evaluation of learners = Research Training activities b) Coordinate with and support the Guidance Counselor in the delivery of career guidance advocacy activities for all learners, which inchides the following: ~ Utilization of Career Guidance Modules for Senior High School (SHS) Career Coaching among SHS students Orientation for Grade 10 learners on SHS tracks/strands and exits National Career Assessment Examination (NCAE) testing orientation for Grade 9 learners ~ NCAE results discussion and referral as needed Dissemination and distribution of information, education, and communication (IEC) materials @ Assist the Guidance Counselor in providing up-to-date labor market information, job and business opportunities, and scholarships. an coordination with the Department of Labor and Employment iDOLE), Public Employment Service Office (PESO). Teclinical Education and Skille Development Authority (TESDA]. Commission on Higher Education (CHED). industries, and other stakeholders 4) Support the organization of conferences for parents and/or Jearners together with the Guidance Counselor, which includes but not limited tg communicating NCAE results, helping parents exercise their role in the career development of their children and appreciate the importance of life skills in carcer choice decisions e] Support the Guidance Counselor in the monitoring and evaluation of the implementation of the CGP. ‘MI. Qualifications and Attributes of Career Advocates Th ignate should be a regular-permanent DepEd employee asic qualifications and attributes,¢ is atvareness of relevant industry ends ce} manifest good interpersonal/ soft skills, has good oral and written communic: g) has basic skills in career coaching. coordination, and program development implementation, and evaluation h) preferably with previous experience in advocacy and or volunteer activities ion shall V. Selection of Career Advocates 8. School personnel considered for designation, as career advocates shall be assessed based on the above-mentioned basic qualifications and attributes. Following a judicious selection process, the School Head then designates the career advocate 9. The Schools Division Office (SDO} may set its own procedures for designating career advovates provided that the provisions of this Terms of Reference are observed. V. Governance Structure CENTRAL OFFICE aLSS-YF0 REGIONAL OFFICE ess ump SCHOOLS OIVISION OFFICE ‘scp ci Divison VEC School Hore ParnersiLinkages ‘escent Guidance Counselor4 . < School Gavernanee and Operations Division [SGOD} 1 and works closely with the Curriculum. ° Division (CU he 8a) bision YFC), working closely and collaboratively with the CID, conretin uh and provides technical assistance to the Carser Advocates thru the ac in the implementation of the CGP. VI. Career Advocacy Coordination with Different Government Agencies 13. The Career Advocates shall assist the Guidance Counselors iti coordinating with the different government agencies in the implementation af the Carcer Guidance Program (CGP) guided by the following objectives: a) coordinate with cove partner agencies (DOLE, TESD A, CHED. PRC, DOST) 10 address job-skills mismatch and equip the learners with lite sills and values: by establish linkages and engage with external partness and stakeholders {government agencies |GAs|, non-government organmations (NGOs) and local government units [LG pathways for students and organizations. as well as in supporting learners to senior high school education, entrepreneurship, middle level skills development and employment. and ¢} Facilitate the conduet of career aclvocacy activities, but not limited to massive campaign on career orientation and exploration sli in provicling information on career in transi 14. The Department of Education is a member-ngency of the Career Guidance Advocacy Program ~ Working Group (CGAP-WG) established in 2012 under the Human Development and Poverty Reduction Cluster of the Office of the President The Network of Guidance Counselors and Career Advocates (NGCCA) and Federation of Career Guidance Advocates Network of the Philippines (FCGNAP}) are involved in this convergence. 15. The CGAP-WG involves the participation of the following core stakeholders with their corresponding functions Department of Labor and Employment (DOLE) * Strengthen the capacity of the Public Empioyment Service Offices (PESOs} to deliver career guidance and employment coaching (CGEC) to its clients * Develop and disseminate Labor Market Information (LMI) publications eg. € ete.) ximize utilization end promotion of Plt iobNer in career cer information pamphlets, industry career guid danceEnclosure 2 Commission on Higher Edueation (CHED) From y unseling profession. inchuding other courses 1 i ‘end and market-responsive, through the mainstream and + Condu: 07 massive information dissemination + Promot. CHES scholarship programs in priority courses Technical Bde on snd Skills Development Authority (TESDA) + Promo ‘echnical and vocational echucation and training »carious training programs + Develop gu ondards for career advocates in obtaining a National Ce x + Conduct a: + Establish Core other operat hing for Apprenticeship Program ail technical vocational institutions (TVIs) and Professional Regulation Commission (PRC) + Impleme= Lnication plan on up-to-date and accurate information ox wer-supplied and under-supphied professions 7 Gidcrtake Assessment of Professions for Competitiveness inclicing supply ond demand of each profession “borchitate the professional regulatory boards (PRBs} in providing Speakers on the current regulatory professions on the conduct ect aetivities 9 wie studeuts andl jobseekers make an informed career cs» * Monitor the implementation of Continuing Professional Dovclopmen’ i Department of Science and Technology (DOST| 2 Conduct activities in tine with the advocacy campaign * Implement scholarship programs in priority scienee and technology |S", courses * Support the establishment of LMI corner with Job Search Kioskw provided by the DOLE Other Partner and Resource Organizations + Parent-Teacher Assoviations (PTAs Local government units {LGUs} + Business and Industry perin + Ahumni