Module 3 190726071341

LEARNING OBJECTIVES
At the end of the 60 minute Walkthrough,

the participants are expected to:
1. describe the session flow,

methodologies and activities to be used in
the session
DEPARTMENT OF EDUCATION 2
LEARNING OBJECTIVES
2. demonstrate skills in the

administration of Module 3 through
micro demo teaching
LEARNING OBJECTIVES
3. provide feedback on how to

improve the strategies employed
during the micro-demo teaching.
KEY UNDERSTANDING
KEY UNDERSTANDING
This is a continuation of Module 2
It aims to strengthen the decision

making of the learner
It focuses on the sources of
information relevant to the
curriculum exit.
KEY UNDERSTANDING
This is a continuation of Module 2

It aims to strengthen the
decision making of the learner
It focuses on the sources of

information relevant to the
curriculum exit.
A. MODULE TITLE
Module 3:
#SourceCodeEncoding
(Reaffirming the Chosen Track)
C. TOTAL TIME ALLOTMENT
DURATION: 90 minutes
C. MATERIALS NEEDED
Puzzle (9 pieces)
Paper doll (made of cardboard)
Cardboard or Hard Paper
Dressing materials (cloth, art papers, or recyclable materials),
Scissors, Paste/Glue, Crayons/
Coloring Materials
Pens
Projector, Laptop, Speaker
Activity Sheet
D. I. OBJECTIVES
At the end of this module, the students are expected
to:
1. determine the different sources of information
relevant to curriculum exits;
2. evaluate the different sources of information
relevant to their preferred curriculum exit;
3. match the knowledge and skills to the job
market demands and possible curriculum exits;
and
4. value the importance of a chosen track/strand.
II. MOTIVATION (10 minutes)
VIDEO PRESENTATION
DOLE Labor and Employment Education Services
(LEES) Video entitled, “Finding a Job” (00:04:56)
Note: Please visit your DOLE Regional and Provincial

Field Offices for the LEES Videos
QUESTIONS
1. Did you get something from the video?

2. Is acquiring information needed before
making a decision? Why?
III. MAIN ACTIVITY (23 minutes)
Puzzle
Procedure:
1. Group the learners into 6 groups.
2. Distribute the 9-piece puzzle.
3. Instruct the learners to complete the picture
puzzle in 2 minutes.
4. Let them read and analyze the infographic.
QUESTIONS
1. What can you say about the data on

Employment, Underemployment or
Unemployment?
2. What sector serves as the biggest

contributor of the employment rate as of
October 2016?
QUESTIONS
3. How is the infographic helpful to you?
4. What do you think are the sources of

information in making the infographic?
Activity 2 (Linking Activity) 15 minutes
Procedure:
1. Let them remain in their respective groups.
2. The teacher will distribute envelopes containing

the logo’s or icons as sources of information
and let them identify each.
ACTIVITY 3.2
ACTIVITY 3.2
Procedure:
3. After identifying the logo’s/icons, let them

paste the logo’s or icons in the manila
paper or cartolina according the relevance
of the sources of information to the
curriculum exits.
ACTIVITY 3.2
Trabaho Negosyo Kolehiyo
ACTIVITY 3.2
Procedure:
4. Let each group present their outputs and their

explanations.
5. The teacher will give an overview of each

source of information relevant to their
curriculum exits.
IV. LECTURETTE (27 minutes)
What are the Sources of
Career Information?
DEPARTMENT OF EDUCATION
School’s Guidance Office
School’s Guidance Office
• It is managed primarily by a Registered Guidance

Counselor (RGC) as mandated by RA 9258.
• A RGC implements a Career Guidance Program which
provides the following services:
– Career Counseling to both individual and groups,
– Administration and Interpretation of Career Tests,
– Referral, Placement, Research,
– Information and Orientation Services.
Department of Education
www.deped.gov.ph
The Department through its partnerships with

industries and private entities may provide the
needed labor market information in coordination
with the Department of Labor and Employment
(DOLE).
Department of Labor and Employment
DOLE is a national government

agency that envisions that every
Filipino worker attains full,
decent and productive
employment.
www.dole.gov.ph
Bureau of Local Employment
The BLE focuses on the local employment

promotion and administration.
BLE Programs and Projects

1. Project JobsFits
2. Labor Market Information
3. PHIL-Jobnet
BLE – Project JobsFit
The DOLE 2020 Vision or PROJECT JOBSFIT

was based on researches, information
gathering, and networking with key
stakeholders.
BLE – Project JobsFit
It was carried out to

provide efficient employment
facilitation services and
respond to the prevailing skill
and job mismatch underlying
the unemployment and
underemployment problems in
the country.
BLE – Labor Market Information
The Project JobsFit resulted

to the formulation of the
Labor Market Information
(LMI) which provides timely
relevant and accurate signals
on the current labor market
such as in-demand jobs and
skills shortages.
The material is part of the commitment of the DOLE

to support the Career Guidance Advocacy Program
which seeks to promote career guidance as tool in
assisting jobseekers particularly students in making
informed career choices.
In developing the LMI,

the DOLE engages its
key stakeholders –
industry, academe, and
labor employers’ groups
– to gather labor market
signals.
Training and
educational institutions
use them in reviewing
their respective
curricula, policies,
standards and
guidelines to keep them
abreast with industry
requirements.
BLE – PHIL-Jobnet
PHIL-Jobnet is an automated job and applicant

matching system which aims to fast-track
jobseekers search for jobs and employers search for
human resource.
Bureau of Local Employment
It can be accessed through www.phil-job.net
Bureau of Labor Relations
The BLR focuses on the administration and

enforcement of laws pertaining to labor-
management relations.
Bureau of Workers with Special Concerns
The BWSC focuses on the protection of
workers :
• self-employed workers,
• informal and rural workers
• women workers,
• young workers,
• working children,
• differently-abled,
• the older and elderly workers and
• workers in the personal service of
another.
Bureau of Working Conditions
The BWC focuses on the administration and
enforcement of laws relating to labor standards.
International Labor Affairs Bureau
The ILAB focuses on the

international labor and
employment concerns
Philippine Overseas Labor Offices
Acts as the operating
arms of DOLE in their
respective geographical
areas for the
administration and
enforcement of duly
adopted policies and
programs of the
It has Middle Eastern Affairs Division, Department on
American and European Affairs Division,
Asian and Pacific Affairs Division and the
international labor
International Relations and Cooperation affairs.
Division.
Employees’ Compensation Commission (ECC)
ECC focuses on the occupational

safety and health in the areas of
prevention, compensation and
rehabilitation.
Overseas Workers’ Welfare Administration
The OWWA focuses on

the administration of
the welfare fund for
overseas workers to
be used for social and
welfare services.
Regional and Field Offices
The Regional Offices and Field Offices are the
operating arms for directly implementing the plans
and programs developed by the Bureaus and
administering and enforcing labor standards and laws.
Each Regional Office has:

•Mediation Arbitration and
Legal Service Unit;
•an Internal Management
Services Division;
•Technical Services and
Support Division; and
•Field Offices.
Philippine Overseas Employment Administration
The POEA focuses on:

•overseas employment program,
•protection the rights of migrant workers; and
•regulation of private sector participation in
recruitment and overseas placement.
Technical Education and Skills Development Authority
The TESDA manages and supervises technical education

and skills development in the country. It is the leading
partner in the development of the Filipino workforce with
world-class competence and positive work values.
To provide equitable access and provision of TESD

programs to the growing TVET clients, TESDA continues
to undertake direct training provisions.
There are four training modalities:

•school-based,
•center-based,
•enterprise-based and
•community-based.
Trainings are done with TESDA’s infrastructure in place –

57 TESDA administered schools, 60 training center,
enterprise-based training through DTS/apprenticeship and
community-based training in convergence with the
LGU’s.
This government agency can be reach through its website:
www.tesda.gov.ph
Civil Service Commission
The CSC is the Human

Resource Department of the
Government that promotes
morale, efficiency, integrity,
responsiveness,
progressiveness, and courtesy
in the Civil Service.
www.csc.gov.ph
Public Employment Service Office
The Public Employment Service

Office or PESO is a non-fee
charging multi-employment
service facility established
through Republic Act No. 8759
otherwise known as the PESO
Act of 1999.
They carry out full

employment and
equality of employment
opportunities for all in
the local levels and are
established in all capital
towns of provinces, key
cities, and other strategic
areas.
It is community-based and maintained by:

• local government units (LGUs),
• non-governmental organizations (NGOs) or
• community-based organizations (CBOs); and
• state universities and colleges (SUCs).
For more information please

visit your PESO’s located at
your Municipalities, Cities
and/or Provinces.
Commission on Higher Education
CHED is the agency that

focuses on the Philippine
higher education system to
build the country’s human
capital towards the
development of a Filipino
nation as a responsible
member of the international This government agency can be
community. reach through its website:
www.ched.gov.ph
Professional Regulations Commission
The PRC regulates and

supervises the practice of
the professionals who
constitute the highly skilled
manpower of the country.
This government agency can be reach through its

website: www.prc.gov.ph
Department of Trade and Industry
DTI is tasked to foster a

competitive and innovative
industry and services
sector that contributes to
job generation and
inclusive growth; and to
advance the rights and
responsibilities of
consumers.
www.dti.gov.ph
Questions
• How did the acquired knowledge help you in

your preferred curriculum exit?
• Do you have the skills needed in pursuing your

curriculum exit? What are those skills?
V. APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
1. Cut out the Mini-Me.

2. Dress the doll based on the preferred
curriculum exit (e.g. Kolehiyo -
Teacher). Include tools of profession
or curriculum exits.
3. Determine the symbolic parts of the
dress/tools (e.g. Book, Uniform, etc)
APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
4. In the symbolic parts, write down the skills

and/or knowledge (e.g. communication skills,
interpersonal relations, logical reasoning
ability, clerical-mechanical skills, etc.) needed
for the preferred curriculum exits.
5. In the symbolic tools, write down the possible

job market demands (Public School
Teacher/SHS Teacher/ Private School Teacher/
Tutor/ Trainer/ etc.) and possible curriculum
exits.
VI. REFLECTION
• Was the information you acquired about
your curriculum exit fits with your
current abilities or skills?
• Do you already have the enough

information? How can you say so?
REFLECTION
• How will you plan out your preferred

curriculum exit?
• What value/s can you derive from this

module that you can apply in planning
out your career? Why?
VII. EVALUATION
Activity 3.4: My Career Information Sheet
Procedure:
• Distribute the Career Information Sheets.
• Instruct the learners to map out other preferred
alternatives aside from their preferred curriculum exit.
• Let the learners answer the questions as provided in the
Sheet by writing it in the intended box/cell.
My Career Information Sheet
VIII. ASSIGNMENT
• Instruct the learners to share their My

Career Information Sheet to their Parents,
Guardians, and Significant Others.
• Both will affix their signatures in the
Activity Sheets.
Assignment
• In your Journal, write implications of what

you have written in your Career
Information Sheets.
• Let the learners bring and answer the
Activity Sheet: Fit me Right..
May I End my presentation with this :

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LEARNING OBJECTIVES

At the end of the 60 minute Walkthrough,

1. describe the session flow,

2. demonstrate skills in the

3. provide feedback on how to

This is a continuation of Module 2

It aims to strengthen the decision

This is a continuation of Module 2

It focuses on the sources of

Note: Please visit your DOLE Regional and Provincial

1. Did you get something from the video?

1. What can you say about the data on

2. What sector serves as the biggest

3. How is the infographic helpful to you?

4. What do you think are the sources of

1. Let them remain in their respective groups.

2. The teacher will distribute envelopes containing

3. After identifying the logo’s/icons, let them

Trabaho Negosyo Kolehiyo

4. Let each group present their outputs and their

5. The teacher will give an overview of each

• It is managed primarily by a Registered Guidance

The Department through its partnerships with

DOLE is a national government

The BLE focuses on the local employment

BLE Programs and Projects

The DOLE 2020 Vision or PROJECT JOBSFIT

It was carried out to

The Project JobsFit resulted

The material is part of the commitment of the DOLE

In developing the LMI,

PHIL-Jobnet is an automated job and applicant

It can be accessed through www.phil-job.net

The BLR focuses on the administration and

The ILAB focuses on the

ECC focuses on the occupational

The OWWA focuses on

Each Regional Office has:

The POEA focuses on:

The TESDA manages and supervises technical education

To provide equitable access and provision of TESD

There are four training modalities:

Trainings are done with TESDA’s infrastructure in place –

The CSC is the Human

The Public Employment Service

They carry out full

It is community-based and maintained by:

For more information please

CHED is the agency that

The PRC regulates and

This government agency can be reach through its

DTI is tasked to foster a

• How did the acquired knowledge help you in

• Do you have the skills needed in pursuing your

1. Cut out the Mini-Me.

4. In the symbolic parts, write down the skills

5. In the symbolic tools, write down the possible

• Do you already have the enough

• How will you plan out your preferred

• What value/s can you derive from this

Activity 3.4: My Career Information Sheet

• Instruct the learners to share their My

• In your Journal, write implications of what