Senior High School TVL Issues, Concerns and

Interventions During COVID-19 Crisis

Senior High School learners are the ones heavily affected by school closures
amid COVID-19. However, the degree to which learning can still take place
outside the classroom, particularly in Technical-Vocational-Livelihood
Track, is often limited by lack of access to electricity, internet
connectivity, devices or media, learning platforms, or the inadequate
preparation of teachers and students for distance learning.

.The hallmark of TVL – its focus on practical skills and work-readiness –

makes distance learning particularly challenging. Practical skills are often
acquired through learning-by-doing, which occurs in school-based workshops
and laboratories or through hands-on experience through work
immersion. Distance learning approaches are now seen as a weak substitute
for practical exercises when they require the use of equipment or materials
not usually found inside the home.

TVL track which may lead to the learners’ opportunity to qualify for a National
Certificate II has become increasingly valued to improve employ-ability and
other human development outcomes for SHS TVL learners. The decision to
acquire National certification is left to the TVL learners and families.

Another issue is the implementation of Work Immersion for TVL track. This is

severely affected during this COVID-19 crisis scenario. Work Immersion is
expected to provide SHS TVL learners with opportunities to become familiar
with the workplace, simulate employment, and to apply their competence in
Computer Systems Servicing in the actual work environment during the
pandemic and for the possible future disruptions in education.

Pursuant to DM-CI- 2020-00085, Guidelines for Work Immersion

Implementation During Crisis Situations, dated June 2, 2020, it is highly
suggested to prioritize TVL track learners to undergo Work Immersion. While
the suggested activities for Electronics and Computer Systems Servicing in
the said Memorandum are purely provided under the In-School scheme, these
cannot be implemented because of President Duterte’s December 26, 2020
announcement on the suspension of all face-to-face activities in schools.

The Community-Based scheme is the remaining best option for the TVL-CSS
WI implementation. The widespread or prolonged closures of businesses or
extensive physical distancing limits prove that the School and Industry Tie-Up
may also not be applicable. For instance, Basic Computer Repair for
Computer System Servicing specialization has been suggested but this would
entail the use of equipment or materials not usually found inside the home.

Preparing the graduating students who hope and relied on us heavily to gain
relevant and practical industrial skills and to eventually take the CSS NCII
Assessment, TVL teachers need to come up with out-of-box responses in
order to fulfill these promises of the Senior High School TVL program and to
address the challenges faced due to COVID-19 induced school limitations in
teaching TVL-related skills. This may be voluntarily conducted in the
communities or neighborhood through exerting more effort on the part of the
teachers. And to ensure the acquisition of the academic requirements of Work
Immersion without sacrificing the standards of quality education, safety, and
security of learners and teachers, the learners’ WI activities may be deemed
safer when implemented in their respective residence Barangays.

All it needed is the commitment to the profession, a little creativity, and

innovativeness of TVL teachers to make these activities available, despite the
on-going crisis, all for the welfare of our learners.
 Senior High School TVL Issues, Concerns and
Interventions During COVID-19 Crisis
by Jesus Felix T. Galias
Senior High School learners are the ones heavily affected by school closures
amid COVID-19. Learning has been done remotely, through modules,
internet, television or radio, for example. However, the degree to which
learning can still take place outside the classroom, particularly in Technical-
Vocational-Livelihood (TVL) Track, is often limited by lack of access to
electricity, internet connectivity, devices or media, learning platforms, or the
inadequate preparation of teachers and students for distance learning. Some
students face additional constraints in terms of time availability due to
competing household responsibilities, such as caring for children and elderly
family members and other household duties to help the family economically
survive. Adjustments to distance learning can be the hardest in low-income
contexts and among vulnerable learners.

The hallmark of TVL – its focus on practical skills and work-readiness –

makes distance learning particularly challenging. Practical skills are often
acquired through learning-by-doing, which occurs in school-based workshops
and laboratories or through hands-on experience through work immersion.
Distance learning approaches are now seen as a weak substitute for practical
exercises when they require the use of equipment or materials not usually
found inside the home. In general, however, TVL specializations that struggle
most with adjustment to distance learning are those that depend heavily on
learning-by-doing. In contrast, some specializations that can switch to
distance learning more easily are those with a stronger emphasis on
academic subjects or on work-specific skills that do not require manual
activities. For example, Crop production and Fisheries will be relatively easy
to move online compared to Computer Systems Servicing as the latter
requires substantial hands-on practice with specific equipment and network
facilities generally not available inside the home of our disadvantaged
learners.

TVL track which may lead to the learners’ opportunity to qualify for a National
Certificate II (NCII) has become increasingly valued to improve employability
and other human development outcomes for SHS TVL learners. Moreover,
investment in these credentials, which are hoped to improve students’ labor
market outcomes, can ensure lifelong access to learning opportunities and
future workforce adaptability. However, taking the NCII assessment has not
been recognized as a requirement for graduation. The decision to acquire
National certification is left to the TVL learners and families. This poses a
serious question if the K to 12 programs is serious enough in preparing them
academically and technically to improve their employability in relation to their
specialization as one of the promised curriculum exit expectations of the K to
12 programs.
Another issue is the implementation of Work Immersion (WI) for TVL track.
This is severely affected during this COVID-19 crisis scenario. Work
Immersion is expected to provide SHS TVL learners with opportunities to
become familiar with the workplace, simulate employment, and to apply their
competence in Computer Systems Servicing in the actual work environment
during the pandemic and for the possible future disruptions in education. This
work-based learning is a requirement for TVL track while it is optional for other
tracks.

Pursuant to DM-CI- 2020-00085, Guidelines for Work Immersion

Implementation During Crisis Situations, dated June 2, 2020, it is highly
suggested to prioritize TVL track learners to undergo Work Immersion. Four
schemes are suggested on how WI shall be implemented: In-School, Home-
Based, Community-Based, and School and Industry Tie-Up. While the
suggested activities for Electronics and Computer Systems Servicing in the
said Memorandum are purely provided under the In-School scheme, these
cannot be implemented because of President Duterte’s December 26, 2020
announcement on the suspension of all face-to-face activities in schools. This
directive puts learners’ physical attendance in schools prohibited.

During the orientation on Work Immersion with the Regional Supervisors,

activities are suggested as equivalent to WI-Home Based. For instance, Basic
Computer Repair for Computer System Servicing specialization has been
suggested but this may not be achievable since this would entail the use of
equipment or materials not usually found inside the home of the learners.
Moreover, the widespread or prolonged closures of businesses or extensive
physical distancing limits prove that the School and Industry Tie-Up may also
not be applicable. These situations point to the Community-Based scheme as
the remaining best option for the TVL-CSS WI implementation.

Preparing the graduating students who hope and relied on us heavily to gain
relevant and practical industrial skills and to eventually take the CSS NCII
Assessment, TVL teachers need to come up with out-of-box responses in
order to fulfill these promises of the Senior High School TVL program and to
address the challenges faced due to COVID-19 induced school limitations in
teaching TVL-related skills. To gain confidence in taking and passing the
national certificate assessment, specialized training in an environment where
learners can work on the required core competencies is a very important
factor to pass the assessment. This may be voluntarily conducted in the
communities or neighborhood through exerting more effort on the part of the
teachers. This act will not only ensure the acquisition and development of
foundational TVL skills but will surely demonstrate hopefulness, empathy, and
resilience amidst the pandemic. And to ensure the acquisition of the academic
requirements of Work Immersion without sacrificing the standards of quality
education, safety, and security of learners and teachers, the learners’ WI
activities may be deemed safer when implemented in their respective
residence Barangays.
In line with the K to 12 targets for the Senior High School graduates, this
Community-Based Trainings and Work Immersion project may address the
problems with the current crisis. All it needed is the commitment to the
profession, a little creativity, and innovativeness of TVL teachers to make
these activities available, despite the on-going crisis, all for the welfare of our
learners.