You are on page 1of 76

Module 3

Grade 11 Career Guidance Program


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 3
LEARNING OBJECTIVES

2. clarify issues that may arise in


the implementation of the SG

3. demonstrate skills in the


administration of Module 3
through micro demo teaching

DEPARTMENT OF EDUCATION 4
LEARNING OBJECTIVES

4. provide feedback on how to


improve the strategies employed
during the micro-demo teaching.

DEPARTMENT OF EDUCATION 5
KEY UNDERSTANDING

DEPARTMENT OF EDUCATION 6
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.
DEPARTMENT OF EDUCATION 7
CONTENT STANDARD

To analyze the connections of


one’s abilities and experiences
to the profession, vocation and
future.

DEPARTMENT OF EDUCATION 8
LEARNING COMPETENCY

To examine information and


facts about life and profession.

DEPARTMENT OF EDUCATION 9
DEPARTMENT OF EDUCATION 18
A. MODULE TITLE
Module 3:
Reaffirming the Chosen Track

DEPARTMENT OF EDUCATION 18
B. INTRODUCTION

Information is essential in every decision


making. Information is usually gathered from
various sources to give a better picture of what
we want to know and on what bases we are
making such a decision. This module presents
several sources of information about career
choices that could influence or modify the
decisions we make for our future.

DEPARTMENT OF EDUCATION 18
C. TOTAL TIME ALLOTMENT

DURATION: 90 minutes

DEPARTMENT OF EDUCATION 18
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
DEPARTMENT OF EDUCATION 18
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.
DEPARTMENT OF EDUCATION 18-19
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

DEPARTMENT OF EDUCATION 19
QUESTIONS

1. What does the video tell about?


2. What does it say about acquiring
information before making a decision?
3. Do you think this is all-important? Why?

DEPARTMENT OF EDUCATION 19
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.

DEPARTMENT OF EDUCATION 19
DEPARTMENT OF EDUCATION 20
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?

DEPARTMENT OF EDUCATION 19
QUESTIONS

3. How is the infographic helpful to you?

4. What do you think are the sources of


information in making the infographic?

DEPARTMENT OF EDUCATION 19
Activity 2 (Career Linking) 17 minutes
Procedure:

1. Tell the students to remain in their respective


groups.

2. Distribute envelopes containing the logo’s or


icons as sources of information and let them
identify each.

DEPARTMENT OF EDUCATION 21-22


ACTIVITY 3.2

DEPARTMENT OF EDUCATION 21-22


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. Follow the format
below.

DEPARTMENT OF EDUCATION 21-22


ACTIVITY 3.2

Trabaho Negosyo Kolehiyo

DEPARTMENT OF EDUCATION 22
ACTIVITY 3.2

Procedure:

4. Have students assign rapporteur in their own


group to report their output in class.

5. Be sure to give an overview of each source of


information relevant to the curriculum exits.

DEPARTMENT OF EDUCATION 22
IV. LECTURETTE (27 minutes)

DEPARTMENT OF EDUCATION 23-31


What are the Sources of
Career Information?

DEPARTMENT OF EDUCATION
School’s Guidance Office

DEPARTMENT OF EDUCATION 23-31


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 23
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 EDUCATION 24
DEPARTMENT OF EDUCATION 24
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

DEPARTMENT OF EDUCATION 24
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

DEPARTMENT OF EDUCATION 25
BLE – Project JobsFit

The DOLE 2020 Vision or PROJECT JOBSFIT


was based on researches, information
gathering, and networking with key
stakeholders.

DEPARTMENT OF EDUCATION 25-26


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.

DEPARTMENT OF EDUCATION 25-26


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.

DEPARTMENT OF EDUCATION 2425


BLE – Labor Market Information

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.
DEPARTMENT OF EDUCATION 24-25
BLE – Labor Market Information

In developing the LMI,


the DOLE engages its
key stakeholders –
industry, academe, and
labor employers’
groups – to gather
labor market signals.

DEPARTMENT OF EDUCATION 25
BLE – Labor Market Information

Training and
educational institutions
use them in reviewing
their respective
curricula, policies,
standards and
guidelines to keep
them abreast with
industry requirements.

DEPARTMENT OF EDUCATION 25
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.

DEPARTMENT OF EDUCATION 26
Bureau of Local Employment

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

DEPARTMENT OF EDUCATION 42
Bureau of Labor Relations

The BLR focuses on the administration and


enforcement of laws pertaining to labor-
management relations.

DEPARTMENT OF EDUCATION 26
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.
DEPARTMENT OF EDUCATION 26-27
Bureau of Working Conditions
The BWC focuses on the administration and
enforcement of laws relating to labor
standards.

DEPARTMENT OF EDUCATION 27
International Labor Affairs Bureau

The ILAB focuses on the


international labor and
employment concerns

DEPARTMENT OF EDUCATION 27
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.

DEPARTMENT OF EDUCATION 27
Employees’ Compensation Commission (ECC)

ECC focuses on the occupational


safety and health in the areas of
prevention, compensation and
rehabilitation.

DEPARTMENT OF EDUCATION 28
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.

DEPARTMENT OF EDUCATION 28
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.

DEPARTMENT OF EDUCATION 28
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.

DEPARTMENT OF EDUCATION 28
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.

DEPARTMENT OF EDUCATION 29
Technical Education and Skills Development Authority

To provide equitable access and provision of TESD


programs to the growing TVET clients, TESDA
continues to undertake direct training provisions.

DEPARTMENT OF EDUCATION 29
Technical Education and Skills Development Authority

There are four training modalities:


•school-based,
•center-based,
•enterprise-based and
•community-based.

DEPARTMENT OF EDUCATION 30
Technical Education and Skills Development Authority

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
DEPARTMENT OF EDUCATION 30
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.
This government agency can be reach through its website:
www.csc.gov.ph

DEPARTMENT OF EDUCATION 30
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.

DEPARTMENT OF EDUCATION 30
Public Employment Service Office

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.

DEPARTMENT OF EDUCATION 30
Public Employment Service Office

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.

DEPARTMENT OF EDUCATION 30
DEPARTMENT OF EDUCATION 60
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

DEPARTMENT OF EDUCATION 30
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 EDUCATION 29
DEPARTMENT OF EDUCATION 63
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.
This government agency can be reach through its website:
www.dti.gov.ph
DEPARTMENT OF EDUCATION 30-31
Questions

• Did the information help you in setting


curriculum exit? How?

• What skills needed to pursue your curriculum


exit? Do you already have these skills?

• Do you have these skills needed in pursuing


your curriculum exit? What are those skills?

DEPARTMENT OF EDUCATION 31
Questions

• Do you have these skills needed in pursuing


your curriculum exit? What are those skills?

• What do you intend to do with the skills you


already possess for the goal you will pursue?

DEPARTMENT OF EDUCATION 31
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)

DEPARTMENT OF EDUCATION 31-33


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.

DEPARTMENT OF EDUCATION 31-33


VI. REFLECTION
• Do the information about the curriculum
exit fit with your current abilities or skills?

• Do you think you already have the enough


information? Why do you say so?

DEPARTMENT OF EDUCATION 34
REFLECTION

• How will you plan out your preferred


curriculum exit?

• What are your realizations about the


activity? How will you apply these in
planning out your career?

DEPARTMENT OF EDUCATION 34
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.

DEPARTMENT OF EDUCATION 34
My Career Information Sheet

DEPARTMENT OF EDUCATION 92-94


VIII. ASSIGNMENT

• Instruct the learners to share their Career


Information Sheet to their
parents/guardians, and significant others.
• Both student and parents/guardians will
affix their signatures in the activity sheets.

DEPARTMENT OF EDUCATION 34
Assignment

• In your Journal, write implications of what


you have written in your Career
Information Sheet.
• Let the learners take home the “Fit me
Right” activity sheet for their parents to
answer and sign.

DEPARTMENT OF EDUCATION 34
May I End my presentation with this :

DEPARTMENT OF EDUCATION 75
DEPARTMENT OF EDUCATION 76