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CONTENTS
Table of Contents i
List of Tables iii
List of Figures v
List of Acronyms vi
Acknowledgements ix
Executive Summary x
Introduction 1
Method of Study 8
General Trends 22
Pre-implementation Experiences 23
Rationale 23
Linkages 25
Curriculum Development 26
Capacity Development 27
Certifications 28
Implementation Experiences 28
Inputs 28
Processes 32
Output 34
Challenges and Potentials 35
References 108
The Center significantly extends its gratitude to the school principals, teachers,
students, and parents of the seven SHS model schools included in this monitoring
study for sharing their experiences, achievements and challenges during the first
year of implementation.
This report was prepared under the general guidance of SEAMEO INNOTECH Center
Director Ramon C. Bacani, and Educational Research and Innovation Office Manager
Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team
includes Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project
Research Associate, and Rico Rose DC. Dilag, Program Assistant. Special thanks goes
to Evelyn D. Juan for copy editing the report.
We salute all the SHS learners, especially including those who have successfully
graduated from the program and now enjoying the fruits of their hardwork in their
chosen careers.
The study aimed to generate knowledge drawn from the experiences of model
schools that can serve as a good resource for refining the guidelines for the full
implementation of SHS beginning SY 2016-2017. Specifically, the study aimed to
1) determine the pre-implementation considerations, and actual implementation
needs and processes under the SHS Modeling; 2) identify strengths and innovations
of the selected SHS model schools; 3) ascertain challenges and potentials for
improvement; and 4) formulate policy recommendations based on the lessons
learned by the selected SHS model schools.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted
with school heads, teachers and SHS students to obtain relevant information on the
SHS Modeling. Included in the monitoring study are four general public high schools,
namely, 1) Sangley Point National High School (NHS) in Cavite City, Cavite; 2) Bacolod
City NHS; 3) Sum-ag NHS in Bacolod City, Negros Occidental; and 4) Palo NHS in
Palo, Leyte; and three public technical-vocational (TechVoc) high schools, namely, 5)
San Pedro Relocation Center NHS in San Pedro, Laguna; 6) Doña Montserrat Lopez
Memorial NHS in Silay City, Negros Occidental; and 7) Merida Vocational School in
Merida, Leyte.
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to
March 2013, was part of a research project that aimed to generate case studies of
Alternative Delivery Mode (ADM) models in selected provinces of the Philippines
that would allow for deeper understanding of the implementation of appropriate
and effective ADMs for the SHS stage of the K to 12 program.
1 SEAMEO INNOTECH is one of the three SEAMEO regional centers hosted by the Government of the Philip-
pines (GOP).
Pre-Implementation Experiences
Based on the data obtained from the KIIs and FGDs conducted, the seven schools
engaged in SHS Modeling to contribute to achieving Education for All (EFA).
Particularly, the schools aim to provide poor, working, and mostly overaged students
greater access to senior high school education while they are unable to enroll in
college. These schools also envisioned to strengthen the employability of the SHS
students through the provision of quality education.
Initially, the SHS model schools consulted the academe, labor-related government
agencies, industry partners, and local government units (LGUs) in preparation for the
SHS Modeling implementation. They sought technical support from DepEd – from
the central office down to the division level, the Commission on Higher Education
(CHED), and Higher Education Institutions (HEIs) to determine the specialization
that they could engage in and to help develop their curriculum and other academic
requirements.
On the other hand, the Department of Labor and Employment (DOLE), Technical
Education and Skills Development Authority (TESDA), and the industry partners
oriented them on labor market, the career pathways that they could offer and focus
on, and the training, capacity building, and certification requirements to strengthen
the employability of SHS students. For example, TechVoc schools usually provided
National Certificate (NC) I for junior high school and NC II for senior high school
which can be obtained by passing the assessment tests administered by TESDA.
At the same time, the SHS model schools met with either provincial or city/municipal
LGUs recognizing their key role as links to the industries as well as for the financial
and logistical support they can provide to help sustain the SHS implementation.
Partnerships of the SHS model schools with industries depended on the type
of specialization that they engage in. The specialization offered by the schools
depended on various considerations such as the type of industries and economic/
business activities that are prevalent in their area, the type of jobs that the industries
require, and the capacity of the school itself to undertake such career pathway
offering.
The school heads and teachers were oriented and trained on the K to 12 Program
and SHS Modeling. Most of the teachers were either holders of a Master’s degree or
had completed a number of Master’s degree units. In some SHS model schools, the
teachers conducted their own research studies to build their capacities and enrich
the learning materials that they use.
The LGUs and industries partners were likewise oriented on the K to 12 Program
and SHS Modeling to ensure their awareness of their roles and responsibilities in the
modeling program.
Implementation Experiences
The success or failure of the SHS Modeling depended on a number of factors
including human resources, funding, facilities, curriculum, learning modules, and
guidelines or policies. Intervention programs, teaching methodologies, and student
assessment were also identified as crucial in sustaining the program.
1. Inputs
Different SHS model schools have different human resource and other
resource requirements depending on their program strategies.
Teachers that are hired for SHS teaching are often either holders of a Master’s
degree or have completed a number of Master’s degree units. While some
schools employ SHS teachers from their own faculty roster, other schools
tap teachers from HEIs or trainers from their industry partners.
Given that the school head is busy in overseeing the school’s day-to-day
operations and the teachers are already swamped with their teaching load,
some SHS model schools hire a full-time industry coordinator to assist in
tapping prospective industry partners, coordinate on-the-job training (OJT)
of the students, and facilitate job placement of SHS graduates.
Only two of the seven SHS model schools interviewed were given PhP 1
million each by the DepEd for SHS Modeling since they were part of the
original pilot schools. They were able to use the said fund to purchase school
As it is, most of the SHS model schools make use of whatever resources or
facilities that the schools have. For instance, some schools alternate the use
of classrooms for junior high school (first to fourth year) and senior high
school (Grades 11 and 12) students. One school even uses its computer
laboratory to hold classes for SHS. In some cases, teachers had to shoulder
some expenses of students.
b. Curriculum
c. Learning Modules
d. Guidelines or Policies
Among the governing policies used by the SHS model schools in relation
to the K to 12 Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s.
2012 entitled, “Guidelines on the 2012 Implementation of the Senior High
School (SHS) Modeling in Selected Technical and Vocational and General
Secondary Schools under the K to 12 Basic Education Program”; 2) DO No.
71 s. 2012 entitled, “Additional Information to and Changes in DepEd Order
No. 36, S. 2012;” and Presidential Decree (PD) No. 42, as amended, entitled,
“A Decree Instituting a Labor Code thereby Revising and Consolidating
Labor and Social Laws to Afford Protection to Labor, Promote Employment
and Human Resources Development and Insure Industrial Peace based on
Social Justice,” particularly its provisions on apprenticeship with business
organizations.
In the case of Doña Montserrat Lopez Memorial NHS, they made use of DO
No. 48 s. 2007 to be able to hire contractual teachers to help address the lack
of teachers. The said department order authorizes TechVoc school heads to
hire contractual teachers.
2. Processes
b. Teaching Methodologies
The SHS model schools apply various learning strategies and approaches
depending on their preferences and the needs of the SHS students. Face-
to-face teaching, media-assisted teaching and work-oriented teaching are
Except for the Bacolod City NHS, which only uses face-to-face learning, all
other schools use a combination of two or more teaching strategies. The
Doña Montserrat Lopez Memorial NHS employs all strategies mentioned
above, including pure web-based learning.
c. Student Assessment
The RSU survey showed that all seven SHS model schools make use of the
traditional type of assessment for SHS students. Next to this, 71.42 percent
said that they conduct performance assessment to evaluate the students.
On the other hand, 57.14 percent mentioned that they use either portfolio
or self-assessment in assessing the SHS students.
3. Output
a. Innovations
Among the innovations disclosed during the interviews are the following:
11) Providing laboratory access for SHS students through the Public
Employment Service Office (PESO) to augment the school’s limited
resources.
b. Student Tracking
As of 2013, the SHS model schools are yet to develop a system of tracking
since all of their SHS students were only in Grade 11.
The interviews with the seven SHS model schools revealed that they have
encountered a number of challenges and potentials with respect to guidelines or
policies, resources and LGU and parental support, awareness, and linkages.
Policy Guidelines
Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during
the school monitoring visit in March 2013, some model schools found it difficult to
immediately hire additional qualified teachers due to misinterpretation of policies
on hiring such as the localization law. The IRR and other relevant laws that provide
SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully
disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No.
48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.
In the case of SHS model schools that offer call center service (IT-BPO) as a
specialization, they are faced with the fact that most call centers do not allow job
immersion for high school students using the companies’ current facilities. Instead,
they only provide on-the-job training for prospective call center agents and technical
support staff who met the basic qualifications for hiring.
Resources
Many challenges and concerns raised by the SHS model schools were resource-
based. Among the resource-related concerns are the following:
1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per student,
school uniforms and other paraphernalia required by TESDA)
2) Transportation expenses of students who are undergoing their work immersion
programs
3) Accommodation expenses of students who need to stay near their workplaces
for their job immersion purposes
4) Cost of insurance premium for SHS students who are undergoing their work
immersion programs
LGU support
While the SHS model schools are able to access support from LGUs using the Special
Education Funds (SEF), there are constraints under COA regulations related to
purchases of equipment/gadgets for tech-voc trainings. Under COA rules, cost of
any equipment valued at PhP 10,000 and above must be funded from a separate
budget for capital outlays. There is therefore a need to further examine how the SEF
can be maximized to augment the school’s limited MOOE capital outlay funds in
terms of allocation and utilization.
Parental support
Some parents are not convinced of the merits of the K to 12 education program,
hence, the schools kept on advocating the program thru radio broadcast, posters,
flyers and assembly meetings.
Awareness
Also interviews revealed that some SHS students were not properly guided on how
they can participate in non-academic programs during the SHS program modeling.
Some Grade 11 students expressed that there were no extra-curricular, co-curricular
and other voluntary activities available for SHS to participate.
Linkages
One of the challenges with respect to linkages was on the possible mismatch
between specialization and labor demand.
1. Guidelines/Policies
1.1 Regional and Division Offices may need to conduct orientation or refresher
course on new and existing policies and revised/latest implementing
guidelines affecting SHS program implementation to clarify issues such as
hiring of SHS teachers.
1.3 Advise senior high schools to consider the following in selecting specialized
tech-voc programs:
• Adequate and timely labor market information;
• Identification of one or two jobs that can be readily offered by the
schools;
• Availability of instructors-trainers who have the necessary competencies,
education and training;
• Availability of basic technical facility and resources needed to teach and
train students;
• Integration of a strong career guidance program;
• Availability of funds for the operating expenses; and
• Enhancement of the job or trade to attract students to consider it as
their career.
1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic
education in all secondary schools offering SHS.
1.6 Explore the adoption of Dual Training System (DTS) in partnership with
public and private sectors.
1.7 Clarify the interpretation of policy on teaching hours among SHS teachers
who are working outside the school premises beyond the standard eight
hours teaching load.
1.8 Promote use of student government/councils as a mechanism to support
the SHS program.
2.3 DepEd may need to discuss with TESDA the following propositions:
• For TESDA to consider waiving their fees for the competency assessment.
• For DepEd and TESDA to jointly review the polices regarding standard
costing for competency assessment activities to make it affordable for
all techvoc SHS students.
• Continue/Adopt the modified TESDA assessment scheme, a.k.a., National
Competency and Certification Program (NatCAC) in SY 2012-2013, to
support the Strengthened Tech-Voc Program (STVEP) of DepEd.
• During the transition period, DepEd, TESDA and DBM may need to
revisit the financing policy framework for granting scholarship to high
school students to cover the assessment fees for national certification/
certificate of competency (NC/COC).
2.4 Clarify the process of funds disbursement for the implementation of the
national competency and certification to address the bottlenecks in the
release of funds to schools.
3. Capacity Building
3.2 Conduct training for career advocates (class advisers and parents) on career
guidance and counseling/coaching.
4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review
strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program.
5. Curriculum Development
5.2 Review the planned SHS curriculum and incorporate lessons learned from
its SHS Modeling experience.
5.3 Adopt the best practices of SHS model schools with respect to curriculum
development.
5.9 Learner assessment and certification maximize links with TESDA certificate
mechanism and also HEIs for cross credit recognition and recognition of
prior learning (RPL).
5.11 Draft the training regulations and qualification standards for all SHS
programs.
5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness,
values, and attitudes since these are priority competencies of business firms
and industries.
6.3 Strengthen the first 140 tech-voc schools to lead and guide the 40,000
public secondary schools as they serve as model schools or training centers
for SHS.
6.4 DepEd together with TESDA, CHED and other relevant stakeholders need
to develop a long-term plan on career guidance and counseling advocacy.
2 The “Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May
2013.
3 The Philippines, prior to the K to 12 reform agenda, was the only country in Asia and
one of the only three countries in the world (together with Djibouti and Angola in
Africa) with a 10-year pre-university program. See Annex 1.
4 SEAMEO INNOTECH Technical Support Program for the Philippine Department of Edu-
cation K to12 Reform Agenda
4. Life and career skills – flexibility and adaptability; initiative and self-
direction; social and cross-cultural skills; productivity and accountability;
and leadership and responsibility
The Guidelines on the 2012 Implementation of the Senior High School (SHS)
Modeling5 provides that “prior to the implementation of the senior high school, a
research and development process will be explored by implementing a Senior High
School Modeling Program in selected public technical-vocational (TechVoc) and
general secondary schools as participants or ‘model’ schools ahead of the projected
nationwide implementation of the SHS in 2016-2017. The modeling started in June
2012 for selected model high schools (Grades 11). The enrollees were the fourth year
high school (Grade 10) completers of SY 2011-2012.”
The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following
objectives:
1. introduce and prepare the concerned model schools for the implementation
of the Grades 11 and 12 through the provision of appropriate interventions,
e.g., training of teachers, and provision of support facilities and instructional
materials;
3. prepare and carry out the communication plan to generate support from
the media, civil society, academe, local government units (LGUs), and private
sectors.
Technical support for the SHS Modeling was provided by SEAMEO INNOTECH in
developing a sustainable model for Grades 11 to 12 by evolving a comprehensive
education system linking education tiers with businesses and industries, and by
drawing from the innovative work completed under the Center’s Applied Academics
for Excellence (APEX) project experience. The Center assisted selected DepEd
Regional Offices in modeling the senior high school program through adaptation
of existing APEX models.
5 DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of
the Senior High School (SHS) Modeling in Selected Technical and Vocational Education
and General Secondary Schools under the K to 12 Basic Education Program
Table 1 describes the general profile of the selected SHS model schools.
Specializations offered by some of the SHS model schools are enumerated in Table 2.
This monitoring study looks into the status of and experiences on SHS Modeling in
selected schools in the country in preparation for its full implementation by 2016.
The study was funded by SEAMEO INNOTECH under its Educational Research and
Innovation Fund as part of the Center’s commitment to support DepEd’s K to 12
Basic Education Sector Reform Agenda.
The study aims to generate knowledge drawn from the experiences of model
schools that can serve as a good resource for refining the guidelines for the
full implementation of SHS beginning SY 2016-2017.
The pre-implementation stage considered the factors that influenced the school to
take part in the SHS Modeling program. Activities that had to be undertaken prior to
implementation were likewise looked into. These include establishing linkages with
local government units, local businesses and industries; developing appropriate
curriculum; building capacity especially among teaching personnel; and acquiring
necessary certifications particularly for teaching technical-vocational subjects.
The implementation stage included the necessary inputs such as human and
financial resources, adequate facilities, curriculum, and learning materials, including
policy guidelines; processes that take place such as intervention programs, use of
different teaching methodologies, and student assessment; and outputs such as
innovations, and student employment as on-the-job trainees generated during the
first year of SHS modeling.
The good practices and lessons learned from the first year of modeling were taken in
consideration before recommendations were crafted to help address the challenges
and maximize any potential for improvement of the program.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted
from February to March 2013 with school heads, teachers and SHS students to
obtain relevant information on the SHS Modeling.
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, also conducted from February
to March 2013, was part of a research project that aimed to generate case studies
of Alternative Delivery Mode (ADM) models in selected provinces of the Philippines
that would allow for deeper understanding of the implementation of appropriate
and effective ADMs for the SHS stage of the K to 12 program.
The draft report was distributed to SHS model schools during a conference held in
Baguio City in June 2013 to solicit comments and suggestions.
Of the total number of SHS model schools, four general public high schools and
three public TechVoc high schools were included in the monitoring study. Due to
limited resources, selection of SHS model schools included in the monitoring study
was based on a plan of action that would optimize the Center’s available resources.
The list of the seven SHS model schools included in the study can be found in Table 3.
As compared to the former proposed curriculum (2012) where one subject consists
of 54 class hours in a semester, a subject under the revised proposed curriculum
(2014) consists of 80 class hours in a semester. DepEd has also clearly identified the
specific core and track subjects under the revised curriculum. The SHS will have 15
core subjects and 16 track subjects, where seven are common subjects and nine are
specialization subjects, totalling 31 subjects to be taken up in Grade 11 and Grade
12 (Figure 5).
The career pathways – or tracks – have also been redefined under the revised
curriculum. One of the more salient changes is how the Academic Track lumps
together accountancy, business, management (ABM); liberal arts (General
Academic); humanities, education, social sciences (HESS/HUMMS); and science,
technology, engineering, mathematics (STEM). The ABM was formerly one of the
main career pathways (i.e., entrepreneurship or business); STEM was also formerly
one of the main career pathways; humanities was likewise identified as one of the
main career pathways, and includes sports, arts and music, among others, which
were later specified as main tracks under the revised curriculum.
..Tracks
6. Entrepreneurship 6. Entrepreneurship
7. Research Project 7. Research Project / Culminating Activity
Each subject will have 80 hours per semester
Source: Department of Education, February 2014
The specialization track subjects differ from one track to another, and even from one
strand or mini-course to another. This will be illustrated in the following sections.
Sports Track
The Sports Track includes two specializations: a particular sports or fitness. The
specialized track subjects under this track are shown in Table 12.
To summarize, the 15 core subjects, which are mostly taken up in Grade 11, and
the 16 track subjects, which are generally taken up in Grade 12, under the revised
proposed SHS curriculum are presented in Table 14.
Rationale
Based on the data obtained from the KIIs and FGDs conducted, most of the seven
SHS model schools engaged in SHS Modeling not only to contribute in achieving
education for all but to provide poor and working students greater access to senior
high school education as well as employment opportunities and quality education
while they are unable to enroll in college. At the same time, most of the schools
engaged in SHS Modeling to accommodate overaged students.
To illustrate, the survey shows that 85.71 percent or six out of seven respondents
said that most of their senior high school students are indigent or are very poor.
At the same time, the same survey showed that 100 percent or seven out of seven
respondents said that their students are mainly working students. In addition, 71.42
percent or five out of seven respondents said that most of the students are overaged
students (see Figures 6, 7, and 8).
The KIIs and the FGDs validate these findings. In most senior high school model
schools like Sangley Point NHS in Cavite, Sum-ag NHS in Negros Occidental, and
Palo NHS in Leyte, most of the senior high school student-respondents mentioned
that they enrolled in the SHS Modeling Program because they are unable to enroll in
college due to financial constraints but wanted to continue to study. They also said
that they wanted to be able to work so they can save money to be able to study in
college. Others simply wanted to go to work after finishing SHS to be able to help
their families.
Linkages
Initially, the SHS model schools held consultations with the Department of Labor
and Employment (DOLE), the local government units (LGUs), and prospective
industry partners to help determine the type of specialization that they could
engage in. The LGUs were seen by the schools as their links to the industry partners.
On the other hand, they sought advice from DOLE and the industries on the possible
specializations that they could engage in while taking into consideration job
availability in their area.
Partnerships of the SHS model schools with industries depended on the type of
specialization that they engaged in. For instance, Sangley Point NHS – which engaged
in security services – partnered with the Philippine Navy and the Philippine National
Police (PNP) because these institutions specialize in sustaining maritime security in
the case of the Philippine Navy and domestic peace and order in the case of the PNP.
On the other hand, the Bacolod City NHS partnered with the Negros Occidental
Language and Information Technology Center since they saw this institution would
be able to help enhance the skills of the students in their prospective call center
work.
In Leyte, the Merida Vocational School established a partnership with MAC Builders
because it provided OJT and employment opportunities to SHS students that
engaged in automotive services. They also partnered with Yakal Construction
to provide OJT and job opportunities with the students under the Metals and
Engineering Program.
In most cases, the partnerships of the SHS model schools with the industries were
formalized through the signing of a Memorandum of Agreement (MOA). The MOA
helped in clarifying the nature of the SHS Modeling Program and the roles and
responsibilities of the partner institutions under the said program.
On the other hand, Enclosure No. 1 to DO 36 series of 2012 provides that, “The
Grades 11 and 12 Curriculum or the Senior High School Curriculum is based on two
(2) tracks: For the academic track, the curriculum is based on College Readiness
Standards given by the Commission on High Education (CHED). For the technical-
vocational track, it is based on the learning outcomes and performance criteria
stipulated in the Training Regulations (TR) of TESDA. Other specializations not found
in the TR may be offered provided these address the demands of local industry and
that the school has the qualified faculty and the facilities required.”
Most of the SHS model schools have a common academic curriculum, with a few
additional specialized academic subjects that were selected based on the relevance
to their TechVoc or entrep specializations. In consultation with DepEd, CHED and
other HEIs, they align the academic curriculum with the General Education subjects
in college to prepare the SHS students for possible entry to second year or third year
college.
The academic subjects include core subjects such as English, Filipino, mathematics,
science, social studies, and music, arts, physical education, and health (MAPEH).
Two new subjects, literature and philosophy, were added based on the General
Education Curriculum of CHED.
In San Pedro Relocation Center NHS, they offer 34 units of academic subjects for 43
hours, plus 300 hours of OJT per student. They explained that the academic subjects
that they developed were designed to prepare the students for entry into third year
college.
In the survey conducted by RSU, only 28.57 percent or two out of seven respondents
said that they had an academic program track. It should be clarified that all seven
schools based on the interviews indicated that they had a core academic curriculum
on top of the specializations that they offered. On the other hand, 85.71 percent or
six out of seven respondents mentioned that they had a TechVoc program track.
Capacity Development
The SHS Modeling school heads and teachers were oriented and trained on the
K to 12 Program (i.e., key changes in secondary education, career pathways, and
adjustments in time allotment per learning area) and SHS Modeling (i.e., pertinent
provisions of DepEd Order 36 series of 2012 on the nature and objectives of SHS
Modeling, roles and responsibilities of SHS model schools, and implementation
scheme). In the case of San Pedro Relocation Center NHS and Merida Vocational
School, the training programs were held in one day. The other SHS model schools did
not indicate the number of days for their K to 12 Program and SHS Modeling training
and orientation sessions. Most of the teachers have either earned their Master’s
degree or some units. In some SHS model schools, the teachers also conducted their
own researches to build their capacities and enrich existing learning materials.
SHS Modeling partners, such as the LGUs and the industries were likewise oriented
on the K to 12 Program and SHS Modeling to prepare them for their roles and
responsibilities under the program. The orientation sessions were usually held
twice – half day during consultations and half day prior to the signing of MOAs.
These sessions were also held whenever the SHS model schools would meet other
prospective industry partners.
The observations on the type of certifications used were consistent with the number
of schools that had TechVoc program specializations. TechVoc program schools
usually provide NC I for junior high school and NC II for senior high school which are
obtained by passing the assessment administered by TESDA.
Implementation Experiences
Inputs
Human resources
While some schools employ SHS teachers from their own faculty roster, other schools
tap teachers from HEIs or their industry partners. Palo NHS is an example of a SHS
model school that taps teachers from HEIs. On the other hand, Sangley Point NHS
seeks the assistance of its industry partners including the Philippine Navy and the
PNP in providing training.
Given that the school head is busy in overseeing the school’s day-to-day operations
and the teachers are already swamped with their teaching load, some SHS model
schools – such as Doña Montserrat Lopez Memorial NHS – hire a full-time industry
coordinator to assist in tapping prospective industry partners, coordinate OJTs of
the students, and facilitate the possible hiring of SHS graduates.
Doña Montserrat Lopez Memorial NHS also hires contractual teachers to address
instances of unavailability of the designated SHS teachers.
Only two of the seven SHS model schools interviewed were given PhP 1 million each
by DepEd for SHS Modeling since they were part of the original pilot schools. These
include San Pedro Relocation Center NHS and Doña Montserrat Lopez Memorial NHS.
They were able to use the said funds to purchase school facilities and equipment.
The rest of the SHS model schools did not receive the same funds because they were
only identified later. Since the program is still in its modeling stage, there seems to
be a confusion among the SHS model schools whether they could use funds from
their maintenance and other operatingexpenses (MOOE) or not. Some SHS schools
do not allocate funds from their MOOE for SHS Modeling, saying that they have not
been programmed for such purpose.
As it is, most of the SHS model schools make use of whatever resources or facilities
that the schools have. For instance, some schools alternate the use of classrooms
for junior high school and senior high school students. One school even uses its
computer laboratory to hold classes for SHS. Some cases were also reported that
the teachers had to shoulder the expenses of the students who did not have money.
To help augment their financial requirements, the schools sought the assistance of
some government officials, LGUs, and industry partners.
In Sangley Point NHS, one of its partner computer companies provided computer
units for the SHS students. However, only 3 out of the 20 computers were actually
functional.
In Bacolod City NHS, the city mayor provided funds for reconstructing the SHS
classroom which had gotten burned down.
In Doña Montserrat Lopez Memorial NHS, a senator donated funds for the
construction of a facility for Food and Beverage Service (FBS).
In Palo NHS, the mayor subsidizes the transportation fare of the students from the
school to the OJT site.
The SHS model schools implement a curriculum that they developed in consultation
with DepEd, CHED, HEIs and industry partners. Most of the SHS model schools have a
common academic curriculum, with a few additional specialized academic subjects
that were selected based on the relevance to their career pathway specializations.
They align the academic curriculum with the General Education subjects in college
to prepare the SHS students for possible entry to second year or third year college.
Among the core academic subjects are English, Filipino, mathematics, science, social
studies, and music, arts, physical education, and health (MAPEH). Literature and
philosophy were included based on the General Education Curriculum of CHED.
It is in the career pathway specializations where the SHS model schools differ. San
Pedro Relocation Center NHS offers electronics, automotive, garments, and food
technology. Sangley Point NHS provides specialization in security and peacekeeping.
Call center services is the specialization of Bacolod City NHS. Sum-ag NHS offers
agriculture as its career pathway. Doña Montserrat Lopez Memorial NHS provides
specialization in electricity, shielded metal arc welding (SMAW), housekeeping,
and food and beverage service (FBS). Tourism and information and communication
technology are offered by Palo NHS as their specialization, and Merida Vocational
School offers automotive service and metals and engineering as their career
pathway.
Learning modules
• printed modules or digitized resources – used by 83.33 percent or five out of six
respondents
• printed text or workbooks – used by 66.66 percent or four out of six respondents
• online resources – used by 50 percent or three out of six respondents
Bacolod City NHS explained that they use reference books. Meanwhile, Doña
Montserrat Lopez Memorial NHS clarified that they utilize tools, equipment,
materials, ingredient, improvised materials, and multimedia.
Guidelines/Policies
Among the governing policies used by the SHS model schools in relation to the K to
12 Program and SHS Modeling are the following:
1) DepEd Order (DO) No. 36 series of 2012 entitled, “GUIDELINES ON THE 2012
IMPLEMENTATION OF THE SENIOR HIGH SCHOOL (SHS) MODELING IN SELECTED
TECHNICAL AND VOCATIONAL AND GENERAL SECONDARY SCHOOLS UNDER
THE K TO 12 BASIC EDUCATION PROGRAM;”
Processes
Intervention programs for disadvantaged learners or SARDOs
The SHS model schools employed various intervention programs depending on the
actual needs of the disadvantaged learners or SARDOs. In some cases, local officials
may offer scholarship programs to deserving students. There is also the adopt-a-
child program for teachers that can afford to support a student. The schools may
also employ the Open High School Program (OHSP) or home visitation to address
the limitations or constraints of some students. Among the SHS model schools
interviewed, Bacolod City NHS, which has 39 OHSP students as of SY 2012-2013,
has so far implemented the OHSP. Related to this, the learning material used may be
modules or workbooks. For students that have financial problems, most of the SHS
model schools implement a feeding, health, and nutrition program. The schools also
encourage parents to support the students whenever possible.
Teaching methodologies
The SHS model schools applied various learning strategies and approaches
depending on their preferences. For instance, 85.71 percent or six out of seven
respondents said that they either apply face-to-face teaching, media-assisted
teaching, or work-oriented teaching. On the other hand, 71.42 percent or five out
of seven respondents said that they employ flexible learning, group or cooperative
learning, or process-oriented learning. Generally, the schools make use of blended
learning strategies, particularly the dual learning strategy, to harmonize academic
learning and practical learning or skills development (see Figure 11).
Student assessment
Based on the RSU survey, 100 percent or seven out of seven respondents make
use of the traditional type of assessment for SHS students. Next to this, most of the
respondents (71.42 percent or five out of seven) said that they conduct performance
assessment to evaluate the students. On the other hand, 57.14 or four out of seven
respondents mentioned that they use either portfolio or self-assessment in assessing
the SHS students (see Figure 12).
Doña Montserrat Lopez Memorial NHS clarified that they apply skills test and
demonstration in assessing their SHS students.
Among the SHS model schools interviewed, San Pedro Relocation Center NHS and
Doña Montserrat Lopez Memorial NHS provide the most number of innovations,
some of which include the following:
2) As early as Grade 11, students undergo OJT by batches. This new practice
was introduced in order to accommodate all and prevent congestion of
trainees at the end of the SHS term. Apprenticeship was justified using the
Labor Code.
5) Students who are deployed in OJT are given consideration and flexible
timeframe to comply with requirements. ICT was likewise used for
consultation and added efficiency.
8) SHSteachers have either Master’s degree or units. At the same time, they are
NC II holders that were trained on K to 12 and TESDA training methodologies
and competency assessment.
9) Some SHS teachers research and develop their own instructional materials
to help enrich existing instructional materials
10) The hiring of contractual teachers help mitigate the lack of teachers. This is
justified by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc
11) The provision of laboratory access to SHS students by the Public Employment
Service Office (PESO) augments the SHS model schools’ resource limitations.
Student tracking
As of 2013, the SHS model schools are yet to develop a system of tracking since all of
their SHS students were only in Grade 11.
The interviews with the seven SHS model schools revealed that they have
encountered a number of challenges and potentials with respect to guidelines or
policies, resources and LGU and parental support, awareness, and linkages.
Policy Guidelines
Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during
the school monitoring visit in March 2013, some model schools found it difficult to
immediately hire additional qualified teachers due to misinterpretation of policies
on hiring such as the localization law. The IRR and other relevant laws that provide
SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully
disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No.
48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.
In the case of SHS model schools that offer call center service (IT-BPO) as a
specialization, they are faced with the fact that most call centers do not allow job
immersion for high school students using the companies’ current facilities. Instead,
they only provide on-the-job training for prospective call center agents and technical
support staff who met the basic qualifications for hiring.
Resources
Many challenges and concerns raised by the SHS model schools were resource-
based. Funding constraints and other resource limitations could be addressed
through sustainable financing and joint-parterships with concerned government
agencies and private/business sector. Among the resource-related concerns are the
following:
1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per
student, school uniforms and other paraphernalia required by TESDA in the
case of NC exam for security services as noted by Sangley Point NHS)
4) Cost of insurance premium for SHS students who are undergoing their work
immersion programs
5) Some of the SHS students do not have their own classroom. Some of them
are using the school gymnasium or the library as classroom (e.g., Merida
TechVoc School). In the case of Palo NHS, due to a rapid increase of enrollees,
students from SHS and Junior High School are using the classrooms from
the two-storey building on shifting. The first shift is from 6:00 - 3:00 pm and
the second shift is from 10:00 am - to 6:00 pm. Other SHS students hold their
classes in Leyte Normal University (LNU) but they have to travel for 23-26
minutes to reach LNU.
LGU support
Based on the interviews and the survey research, LGUs may provide various types
of support to SHS model schools such as infrastructure support, financial assistance,
technical assistance including provision of computer laboratory training, advocacy
and promotion. While the SHS model schools are able to access such support from
LGUs using the Special Education Funds (SEF), there are constraints under COA
regulations related to purchases of equipment/gadgets for tech-voc trainings.
Under COA rules, cost of any equipment valued at PhP 10,000 and above must
be funded from a separate budget for capital outlays. There is therefore a need to
further examine how the SEF can be maximized to augment the school’s limited
MOOE capital outlay funds in terms of allocation and utilization.
Parental support
Parents-Teachers Association (PTA), based on the findings of the study, may help
motivate students, provide financial support (e.g., transportation expenses), and
assist in advocacy and promotion of the SHS Modeling Program. However, some
parents are not convinced of the merits of the K to 12 education program, hence,
the schools kept on advocating the program thru radio broadcast, posters, flyers
and assembly meetings.
Awareness
Also interviews revealed that some SHS students were not properly guided on how
they can participate in non-academic programs during the SHS program modeling.
Some Grade 11 students expressed that there were no extra-curricular, co-curricular
and other voluntary activities available for SHS to participate. They recalled that they
were more actively engaged in co-curricular and extra-curricular activities during
their Junior High School compared to SHS.
One of the challenges with respect to linkages was on the possible mismatch between
specialization and labor demand, particularly agriculture or crop production as a
specialization. A case in point is Sum-ag NHS which has identified agriculture as a
course to be offered for SHS because they have available teachers with agricultural
education background. But, upon consultation with HEIs and industry groups, the
limited potential in crop production will make it difficult for SHS students to obtain
jobs, for the following reasons:
The school could not offier other trades in tech-voc for SHS modelling because in SY
2012-2013, the school does not have enough teachers with tech-voc specialization
and facilities to support other non-agricultural trades.
On the other hand, Sum-ag NHS sees a lot of potential in fostering linkages between
the school, higher institutions, government agencies (Department of Agriculture,
Bureau of Fisheries and Acquatic Resources, Department of Agrarian Reform) and
industries especially if the partnerships end up as being mutually beneficial for
them. The school currently offers Science, Technology and Engineering Program
(STEP), the Strengthened Technical Vocational Education Program (STVEP), and the
K to 12 Basic Education Curriculum.
1. Guidelines/Policies
1.1 Regional and Division Offices may need to conduct orientation or refresher
course on new and existing policies and revised/latest implementing guidelines
affecting SHS program implementation to clarify issues such as hiring of SHS
teachers, which may include the following:
6 Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994. Sections
26, 27 and 28; Implementing Rules and Regulation of the Enhanced Basic Education Act
of 2013. Hiring of Other Teachers, Section 13.
1.2 Institutionalize the designation or hiring of industry coordinators for SHS model
schools. Industry coordinators can significantly help in coordinating with
existing industry partners and in tapping additional industry partners. They
can also assist the SHS students in the preparation and conduct of their work
immersion, particularly in ensuring the provisions of the MOA are being
followed, and the synchronized implementation of the in-school and in-
plant training, as reflected in the work immersion program, providing access
for mobility/transportation of students, scheduling of assessment and
monitoring attendance, performance and behavior of students/trainees.
1.3 Advise senior high schools to consider the following in selecting specialized
tech-voc programs:
1.4 Develop doable policies and strategies in support of the K to 12 program and
to address the challenges in SHS implementation. Tech-voc qualification
standards need to be responsive to area demand for employability.
TESDA, DOLE and CHED can provide adequate and updated Labor Market
Information (LMIs) for DepEd’s consideration to ensure relevance of the
outcomes of the education system to labor market. For instance, DepEd
and TESDA field offices can work together to identify the possible tech-voc
qualifications to be offered in Grade 9 to Grade 12, on a per province basis,
at the very least. These could be mapped out based on estimates on the
number of students per grade level per qualification. The mapping takes
1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic
education in all secondary schools offering SHS. The security and safety of
students during their off-campus job immersion and work studies for instance
is a great concern thus, teachers and/or school-industry coordinators need
to closely monitor the students’ safety and off-campus learning activities.
1.6 Explore the adoption of Dual Training System (DTS) in partnership with public
and private sectors. The dual vocational training system is an instructional
delivery system of technical, vocational education and training that combines
in-plant and in-school training based on a training plan collaboratively
designed and implemented by an accredited dual system educational
institution or training center and accredited dual system participating
establishments.9
In this project, the company provides trainees with the practical part of the
training for 3-4 days a week, whereas the vocational school delivers the
1.7 Clarify the interpretation of policy on teaching hours among SHS teachers
who are working outside the school premises beyond the standard eight hours
teaching load. While the Civil Service Commission (CSC) rules that teachers
should work for eight hours (six hours spent for teaching and two hours
for other duties), SHS teachers in Palo NHS actually work beyond eight
hours. The actual teaching is usually done during the 6:30 am to 3:00 pm
period but most of the time, the SHS teachers have classroom teaching and
learning activities outside school, hence, they stay until 4:00 to 5:00 pm.
In the exigency of the service, teachers have to monitor students who are
holding classes in a partner university, visit them during their educational
tours and job immersion in business and industries, and assist them in case
of emergency (e.g., landslide student-victims from Kananga). As such, SHS
teachers work beyond eight hours outside the school premises without
additional compensation.
The school principal sought to clarify whether SHS teachers can claim
overtime pay for work performed outside the school premises due to their
unique condition under the SHS program. Palo NHS had brought up the
issue to the Regional and Division Office for verification and consideration.
Hence, the DepEd Legal Office may need to review the guidelines for
granting additional compensation for teachers. Moreover, relevant policies
could be reviewed such as the following:
DepEd Order No. 16, 2. 2009 grants vacation service credits to teachers
in lieu of additional compensation or overtime pay for actual classroom
teaching in excess of six hours of actual classroom teaching and for work
performed in excess of eight hours done within the school premises, shall
be exclusive of the fifteen days limitation under DepEd Order No. 53, s. 2003.
This Order reiterated that the mechanism for the additional two hours work
done by teachers outside of the school premises shall be agreed upon by
the principal with the teachers, parents and students, preferably through
the School Governing Council or any established mechanism for school-
community partnership. However, it is not clear whether the teacher can
claim for overtime pay in rendering service outside the school premises.
2. Sources of Funds
The resource-based challenges and concerns could be addressed through sustainable
financing and joint partnership agreement with concerned government agencies
(DepEd, TESDA, LGUs, DOLE, business and industry partners) so that indigent and
other deserving SHS students may be given financial assistance.
12 Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for
Public School Teachers.
2.3 DepEd may need to discuss with TESDA the following propositions:
• For TESDA to consider waiving their fees for the competency assessment
especially for the poor but deserving SHS students who are enrolled in
the techvoc track as a means to motivate them to complete their in-
school training and industry immersion.
• For DepEd and TESDA to jointly review the polices regarding standard
costing for competency assessment activities to make it affordable for
all techvoc SHS students.
• During the transition period, DepEd, TESDA and DBM may need to
revisit the financing policy framework for granting scholarship to high
school students to cover the assessment fees for national certification/
2.4 Clarify the process of funds disbursement for the implementation of the national
competency and certification to address the bottlenecks in the release of funds
to schools.
Based on DepEd Order No. 18, s 2013, funds for the implementation of the
National Competency and Certification 2013 Program, or the NatCAC, shall
be charged to the FY 2012 TechVoc Continuing Appropriations, which will
be downloaded from the DepEd Central Office to DepEd Division Offices.
NatCAC 2013 Program was designed to ensure the smooth implementation
of the competency assessment for tech-voc secondary schools using the
TESDA-prescribed rate at PhP 550 per student per qualification. According
to the guidelines, the DepEd Division Office will pay the TESDA-accredited
Assessment Centers (ACs) based on the list of graduating students by school.
The Division Office will also pay the TESDA Provincial Office the amount of PhP
50 for each passer of National Certificate (NC) or Certificate of Competency
(COC). However, the transportation and other incidental expenses with
regard to the assessment shall be shouldered by the students themselves or
can be sourced out from local funds.
To speed up the release of MOOE funds to schools, DepEd has issued D.O. No.
12, s. 2014 regarding the Implementing Guidelines on the Direct Release
of MOOE Allocation of Schools to the Respective Implementing Units (i.e.,
elementary/ secondary schools and school division offices).
2.5 Examine the management of Special Education Funds (SEF) in terms of priority
allocation and utilization in order to maximize LGUs’ support for SHS under the
K to 12 education program.
The SEF is a sustainable source of financial resources that are earmarked for
the basic education sub-sector which comes from an additional one percent
tax on real property that LGUs are mandated to impose and collect.13
As such, DepEd, DBM and DILG may need to discuss how the SEF can be
tapped to augment government funds for the nationwide implementation
of SHS program effective SY 2016-2017. One possibility is to delineate the
allowable expenditures to be charged against the SEF and those that are not
allowed to avoid confusion regarding priorities in SEF expenditures. A joint
circular may be issued to clarify the allocation of SEF expeditures in Section
2.6 Verify the application/allocation of proceeds of the additional one percent tax
on real property accruing to the Special Education Funds (SEF) in the purchase
of capital outlays for SHS program.
Section 272 of the Local Government Code specifies that the SEF shall be
allocated for the operation and maintenance of public schools, construction
and repair of school buildings, facilities and equipment, educational research,
purchase of books and periodicals, and sports development as determined
and approved by the Local School Board. By verifying the allocations of SEF
with DILG and COA, the issue of charging purchases of equipment/gadgets
against the MOOE for SHS career tracks may be addressed using the SEF of
the local government.
3. Capacity Building
3.1 Provide skills training to build the capacities of SHS teachers. These training
programs include TESDA training for the specialization subjects that they
will teach, in-school training and orientation sessions on new curriculum for
academic subject and career pathway teachers, and leadership training for
school heads and SHS/industry coordinators on how to properly administer
and implement SHS Modeling. They should also be given scholarship
opportunities by TESDA to improve their technical competencies and their
perspectives/styles in teaching SHS students.
3.2 Conduct training for career advocates (class advisers and parents) on career
guidance and counseling/coaching to equip them with necessary knowledge
and skills to guide SHS students in choosing their career paths/tracks based
on informed decisions.
4. Linkages
4.1 Encourage and promote multi-stakeholder partnerships between the academe,
the industries, and national and local government institutions. Building strong
linkages provides access to accredited Technical Vocational Educational
Training Institutions (TVET) trainers, equipment and facilities, workshops,
training, seminars, resource materials, etc. At the same time, the partnerships
Working together with HEIs provides clarity and direction in the needed
academic subjects and types of assessments for learners in order for SHS
students to be at least at par with freshmen and sophomore college students.
Developing the curriculum hand-in-hand with TESDA helps spell out the
requirements for career pathway qualifications to improve the chances of
SHS graduates in getting jobs.
Tapping the LGU resources and linkages provides additional experts for
speakership, tutorship, career coaching, job immersion, and generate
personal donations from them that would help subsidize transportation
costs, rent fees, testing fees, and uniform and paraphernalia.
4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review
strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program to ensure that they are
not adversely affected, particularly the indigent students in public schools as
specified under Section 30.1 of the Implementing Rules and Regulations
of the Enhanced Basic Education Act of 2013 (R.A. 10533).
14 R.A. 7323 Special Program for the Employment of Students and its implementing rules.
15 DepEd Order No. 40, s. 2015 Guidelines for Building Partnerships for the K to 12 Basic
Education Program.
5. Curriculum Development
5.1 Incorporate a strong career guidance component in the curriculum, coupled
with ardent counseling from the Guidance/SHS Counselor, beginning at Year
10, to guide students in selecting their preferred specialized track/electives.
5.2 SHS model schools in coordination with DepEd, CHED and other HEIs, and
TESDA need to review the planned SHS curriculum and incorporate lessons
learned from its SHS Modeling experience. There is a need for greater flexibility
in the implementation of the said curriculum, particularly in adopting
General Education (GE) subjects from college, hiring of SHS teachers, trainers
from industry partners and coordinators, allowing academic subjects to
be credited in college, and using flexible delivery options (e.g., OHSP) for
students who cannot attend school regularly due to work commitments.
As recommended by some of the SHS model schools, flexible time may
be applied, for example, to self-paced working students to allow them to
complete their academic requirements. Learners and instructors may meet
once or twice a week as they may agree on.
5.3 Adopt the best practices of SHS model schools with respect to curriculum
development. This includes aligning academic subjects with knowledge
relevant to career pathways, utilizing general education subjects from
college, maximizing options for dual credit in partnership with HEIs and
TESDA, and providing ample number of units and hours needed to complete
the core and specialized learning areas.
16 DepEd Order No. 40, s. 2015 K to 12 Partnerships, and R.A. 8525 Adopt-a-School
Program Act.
5.6 Provide SHS students more exposure to hands-on learning activities to facilitate
skills development and application of knowledge, attitude, skills, and values.
5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life Mutual
Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative,
Inc. or OCCI) to secure their protection for their mobility during the dual
training program, apprenticeship, or job immersion program.
5.9 Learner assessment and certification maximize links with TESDA certificate
mechanism and also HEIs for cross credit recognition and recognition of prior
learning (RPL). The ladderized curriculum of the K to 12 Program makes
it more crucial for SHS schools to closely work together with TESDA to
ensure that the SHS students will be able to complete their career pathway
competencies and certification. At the same time, collaboration with the
HEIs facilitates the crediting of SHS academic subjects in preparation for the
SHS students’ entry to college.
5.11 DepEd, in partnership with CHED, TESDA and DOLE, need to draft the
training regulations and qualification standards for all SHS programs. Ideally,
every school should identify its field of specialization in at least four trades
to allow students to focus on their career choice.
5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness, values,
and attitudes since these are priority competencies of business firms and
industries.
6.2 The Schools Division need to monitor the SHS so that they would know what
is happening in SHS modeling, what works, and what else could be done to
improve the management of SHS programs.
6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy
for SHS implementation, strengthen the first 140 tech-voc schools to lead and
guide the 40,000 public secondary schools as they serve as model schools or
training centers for SHS. DepEd should allocate funding to model SHS schools
6.4 DepEd together with TESDA, CHED and other relevant stakeholders need to
develop a long-term plan on career guidance and counseling advocacy to
strengthen the SHS program implementation by SY 2016-2017 onwards.
This will effectively help students to decide on the selection of career tracks
and complete the SHS program.17
17 Rule V. Career Guidance and Counseling Advocacy, IRR of the Enhanced Basic Educa-
tion Act of 2013.
Pre-implementation
Prior to the implementation of the program, the students and teachers were
oriented on the K to 12 Program and SHS Modeling. Consultations with colleges
and industries were also conducted. Parents likewise attended the fora. After
understanding that it was advantageous for their children to go to SHS, the parents
became amenable to the K to 12 Program and the SHS Modeling. They were also
given orientation about the on-the-job training requirements. To get the support
of parents and other stakeholders, the school had to bring out the actual situation,
letting them understand their significant role in achieving the school vision of
improving the quality of education in the country.
The school was given autonomy in designing the curriculum and implementing
the SHS; only monthly reports on SHS are being submitted to the DepEd Schools
Division. Students are categorized by career interests (71% are college-bound based
on school survey and 29% are geared towards TechVoc careers).
For the junior high school, students of Grade 7 must explore four to eight
technical competencies including hard trades such as automotive, electricity,
civil technology, plumbing and welding. The field of specialization starts
in Grade 8. Grades 7 and 8 are considered exploratory and offer enough
time for hands-on compared to a regular TLE in the old (i.e., Revised Basic
Education Curriculum or RBEC) curriculum.
For Grade 12 students, they are required to take 28 units of academic subjects for
37 hours in the first semester and 25 units of academic subjects for 34 hours in the
second semester (see Tables 18 and 19).
2. Learning Resources
Library and reference materials are available for SHS students. Through
the PhP 1 million granted to the school, facilities and equipment such as
TV were purchased for the SHS Modeling Program. Regular classes were
converted to SHS-TechVoc classes with 1:25 class size. The school ideally
needs 48 classrooms and eight workshops including one building for
welding class/welding booths. The school estimated that it would cost
them PhP 5 million per workshop to build the lavatory, handwashing area,
electrical requirements and be fully equipped with machines. The school
would need PhP 4.8 million to upgrade its electrical requirements. Further,
welding and electrical technologies would require high cost of electricity
bills and consumables (e.g., welding rod and equipment).
The school has 14 teachers for TechVoc programs but they need two
teachers for every specialization. The school has a temporary appointment
for a licensed engineer to teach TechVoc.
3. Linkages
A MOA was signed by the school, the four HEIs, and 294 industry partners
for the SHS Modeling Program. After completing Grade 12, SHS students
will still take the college readiness test as part of the MOA with HEIs. But the
agreement stipulates that all Grades 11 and 12 units will be credited to HEI
programs and NSTP. The MOA also grants the school the authority to use the
HEI grading system to avoid problems in crediting their SHS units in college.
In this set-up, the HEI allows the school to download the first and second
year college subjects to be taught in SHS.
It was noted that businesses and industries have a high demand for technical
drafting using AutoCAD which is being taught in Grade 11.
Learning Outcomes
Each student can get at least two to four qualifications upon completing the SHS.
March 2013 saw the deployment of 56 students in IT-related services in government
and private institutions beginning with the Philippine National Bank and Land Bank
of the Philippines. Eighteen percent (18%) of the 56 OJT students are now gainfully
employed as working students in various industries (i.e., welding, IT services) in
Laguna after passing the NC I and II assessments.
Good Practices
SHS Program Management:
The school is accessible to indigent students since it strictly implements the “zero
collection” policy.
APEX and TechVoc exposure and international experience, plus the open-mindedness
of the school head, facilitated the piloting of SHS in the school.
The SHS students were screened through qualification tests, scholastic grades
and interviews. Starting Grades 9 and 10, the students will learn the basics of
entrepreneurship as a separate subject, for example commercial cooking. By the end
of Grade 9, students will be required to submit a business proposal signed by their
parents and/or their business partner from the community. They will implement
their business proposal in Grade 10. However, based on experience, some proposals
are rejected if the parents could not provide financial support.
On-the-Job Training:
As early as Grade 11, students already undergo OJT by batches. This new practice
was introduced in order to accommodate all and prevent congestion of trainees at
the end of the SHS term. Apprenticeship was justified using the Labor Code. OJT
has to start early in October 2012 and send 10 students per batch because not all
industries can accommodate all OJTs during summer. The OJT schedule is done on
semestral basis which is patterned after the HEIs. For Grade 10 OJTs, the assessment
is done by the end of February or March to get NC II certification.
Assessment:
The school is now an assessment center because they have a pool of TESDA-
accredited assessors and trainers. Hence, students from private TVET institutions
can go to SPRCNHS for assessment at a cost of PhP 500 per student. This provides
another source of income for the school.
The hiring of contractual teacher helps mitigate the lack of teachers. This is justified
by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc principals to hire
contractual teachers. Fortunately, the DBM approved the budget for contractual
teachers.
The use of real life scenario and skill-oriented learning, and treatment of students as
adults motivate and challenge students to do well in school.
Challenges
The SHS teachers are not trained in TechVoc courses.
One of the challenges identified by the school is that the Grade 11 students are not
encouraged to join extracurricular activities. There is also a need to improve the 2:1
ratio of personal computer (PC) per student. Teachers also required one laptop and
one LCD projector for teaching.
Getting autonomy from the Schools Division to allow the school principal to fully
innovate without restraint is a big challenge. There is a need to apply school-based
management (SBM) approach to provide the school with greater autonomy to
manage the SHS program with full trust and confidence in the accountable school
administrator.
Recommendations
Based on the interviews conducted, the following are the recommendations to help
improve SHS implementation:
SHS Faculty:
Every SHS offering TechVoc programs must create an item for industry linkage
coordination.
The Localization Law on the hiring of teachers should be amended as this prevents
the school from hiring qualified teachers. Regional/Division ranking of teachers
must be done based on time requested by the school. The Professional Regulations
Committee (PRC) should provide temporary assignment of fresh graduates of
science, mathematics, technology and engineering courses who are qualified to
teach in SHS for they have the newest/latest technology inputs. There should be a
policy on hiring teachers for provisional appointment. But for those teaching in TLE,
the NC qualification and industry experience are important. Another way is to allow
industry partners and university teachers to teach part-time in SHS.
Job Immersion:
Monitoring of SHS should be done by the Schools Division so that they would know
what is happening in SHS modeling; however, the Division has no specialized staff
to do this work.
In reality, not all public secondary schools can offer SHS. As a macrostrategy for SHS
implementation, the 140 TechVoc schools should first be strengthened to enable
them to lead and guide the 40,000 public secondary schools as they serve as model
schools or training centers for SHS. DepEd should allocate funding to model SHS
schools to build their capacities as leader schools in every region before the SHS is
done massively by 2016. If possible, there should be at least one SHS model school
in each province or one high school offering the SHS program in every municipality.
DepEd, in partnership with TESDA and DOLE, should draft different training
regulations for the K to 12 SHS program. As a policy, every school should identify its
field of specialization in at least four trades to allow students to focus on their career
choice.
SHS model schools should focus on work values and attitudes because this is a priority
requirement of business and industries. This should be taken into consideration
by DOLE. Getting NC I and II certification is secondary but likewise important in
measuring the level of proficiency and readiness of students for the world of work.
TESDA should design an accreditation program for SHS model schools to enable
them to offer NC III and IV. This would be possible if the junior high school is already
offering skills that qualify students to earn NC I and II.
On Funding Support:
The assessment fees for TESDA should be shouldered by the School Division and
not by schools. OJT should be covered by TESDA if the school is given the fiscal
autonomy to encourage students to undergo industry immersion.
GAA funds disbursement should be released directly to schools and not through
several channels. But effective 2013, the new DepEd Memo Order stipulates that
K to 12 funds will have to be downloaded from the Regional Office and Schools
Division to TESDA before it goes to the school level.
The school actually needs PhP 1.5 million per year for the assessment but as of the
moment, no funding support is being provided by DepEd Central Office. As such,
the school is paying for the assessment fees using their available funds.
The school was identified for SHS Modeling because it was deemed as a special
high school for military services skills development. It was also chosen because it is
strategically located within a naval base and because of the industries surrounding
the school.
Pre-Implementation
To prepare for SHS Modeling, the school head and teachers conducted a series
of meetings with naval officers as well as exploratory talks with DepEd and the
Philippine Naval Fleet. It was determined that the Navy’s participation in the SHS
Modeling would come from the conduct of training sessions to be done by the
Naval Sea System Command (NSSC).
A partnership was made with the Philippine National Police (PNP) because many
of the skills would come from the expertise of the PNP, notably security services.
The school also coordinated with TESDA to help provide SHS students with skills on
appliance repair.
Subsequently, a MOA was signed to define the roles and responsibilities of agencies
concerned with SHS modeling, namely, the school, industry partners, Philippine
Naval Fleet, and PNP. The task of the Philippine Naval Fleet was to provide equipment,
The school also sought the assistance of a HEI, particularly San Sebastian College of
Cavite City. This school helped them obtain consolidated prospects from different
universities.
With respect to the teaching of academic subjects, the school strives to ensure and
maintain the quality of teaching by employing teachers who are either MA graduates
or have earned minimum MA units.
The teachers observed that the SHS students, compared to high school students
in the lower batch, learn faster with respect to learning application and are more
enthusiastic in studying the applied portion of their academic subjects.
Challenges
One of the main challenges of the school is how to make the financial cost of taking
the TESDA examination affordable. With 32 SHS students and PhP 550 exam fee per
student, it would cost a total of PhP 17,600 for all the students to be able to take the
exams. DepEd has so far manifested that they will help shoulder the expenses. At the
same time, the school has sought the support of the Division Office for additional
funds. Also, the school is looking into how to provide the students with the uniforms
and paraphernalia that are required by the TESDA. It would also incur financial
expenses for the students to be able to obtain the said uniforms and paraphernalia.
Since SHS is to be fully implemented starting 2016, the school also has no budgetary
allocation from its MOOE for SHS Modeling. This situation forces the teachers to
oftentimes personally pay for some of the students’ requirements for the SHS
program.
The SHS students also do not have their own classroom. As it is, they are using
the audio-visual room as their classroom. Accenture, a private business process
outsourcing company that the school sought as one of its industry partners, donated
20 computers. But of these, only three are currently functional and the rest need
hardware replacements and repairs.
While there are no dedicated books or modules for Grade 11, the students feel that
they are already taking subjects for college students like political science, math,
and science. According to them, they also read college-level textbooks and have to
maintain an average grade of 75 percent to have a good standing in class.
The SHS students are also required to take an NC 1 exam on computer security. They
recounted that the schedule of these exams are sometimes in conflict with their
academic schedules.
In terms of skills development, the SHS students found their subjects interesting
and skills-enhancing and that the acquired knowledge will help them in their plans
to join the military service. In terms of security services skills, they are also trained
on gun-firing and taekwondo. Before they are taught how to actually fire a gun, they
are oriented on gun safety. As for taekwondo, this may also be taught to junior high
school students.
For their taekwondo classes, they are required to wear a shirt, jogging pants, and a
yellow belt. They are required to spend for their own uniforms. Since some of them
are poor, the teachers sometimes pay for the acquisition of their uniforms.
With respect to extracurricular activities, the SHS students said that they are not
included in the conduct of proms. Compared to junior high school, they said that their
leadership is developed in SHS, and they feel that they have more responsibilities.
The SHS students are excited about heading for Grade 12 because of the prospects
of learning new subjects. Because of the knowledge that they have gained, they said
that they are now more confident in protecting civilians and in maintaining peace
and order.
While the classroom is enough to accommodate the current batch of SHS students,
there is a need to provide extra rooms for the subsequent batch.
Pre-implementation
Prior to implementation of SHS Modeling, Bacolod City NHS held a series of
meetings and consultations with LGUs, industry partners, and HEIs. It was during
these meetings and consultations that the school identified call center services
as its specialization. At the same time, they partnered with the Negros Occidental
Language and Information Technology Center to help them in the prospective
hiring of their students.
Subsequently, the school signed a MOA with Bacolod City College, Central Philippine
University-Iloilo City, Binalbagan City College, and Colegio de San Agustin. It also
consulted the Riverside College and Visayan Maritime Global College so that they
could conduct internal and external planning for the implementation of the K to 12
Program in 2016.
Likewise, Bacolod City NHS established a partnership with the city government for
the provision of training programs and infrastructure improvement. So far, the city
mayor has provided PhP 4.9 million for Phase I building construction for the SHS
building, which had gotten burned down. In addition, the school plans to have the
Philippine Call Center Institute (PCCI) as its additional partner.
The school plans to have a minimum offering of four courses. In areas where they
do not have the specialization, they plan to partner with schools offering seafarer
course and with Riverside College which offers health services. They also plan to
offer commercial cooking and welding after a trip to Silay City to study the TechVoc
offering.
Under the curriculum, Grade 11 students are required to render 1,400 hours and
earn 45 units of academic subjects including PE I and II, English 1 and 2, Math 1 and
2, Filipino 1 and 2, Science 1 and 2, Social Science 1 and 2, and Computer I and 2.
On the other hand, Grade 12 students have to render 1,256 hours and earn 36 units
comprising of Social Studies 3 and 4, Math 3 and 4, Science 3 and 4, PE 3 and 4, NC
II on Contact Center Services 1 and 2, and 300 hours of on-the-job training (OJT).
However, call centers only provide training upon hiring. (See Tables 20 to 24.)
Table 20: Program Schedule for Grade 11, First Semester, BCNHS
Course Number Descriptive Title Hours Unit
English 1 Study and Thinking Skills in English 100 3
Filipino 1 Komunikasyon sa Akademikong Filipino 100 3
Science 1 Physical and Earth Science 100 3
Math 1 College Algebra 100 3
Social Science 1 Principle of Economics 100 3
Computer 1 Windows OS and Word Processing 100 3
PE 1 Physical Fitness 100 3
Total 700 21
Source: Bacolod City National High School, 2013
Table 21: Program Schedule for Grade 11, Second Semester, BCNHS
Course Number Descriptive Title Hours Unit
English 2 Writing in the Discipline 100 3
Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik 100 3
Science 2 Biology 100 3
Math 2 Plane Trigonometry 100 3
Social Science 2 Taxation 100 3
Computer 2 Fundamentals of Typewriting/Keyboarding, 100 6
and Spreadsheets
PE 2 Rhythmic Activities 100 3
Total 700 24
Source: Bacolod City National High School, 2013
Table 23: Program Schedule for Grade 11, Second Semester, BCNHS
Course Number Descriptive Title Hours Unit
NC II Contact Center Services 2 178 3
Math 4 Mathematics of Investment and 75 3
Probability & Statistics
Science 4 Human Anatomy 75 3
Social Science Rizal Life, Works and Writings 75 3
4
PE 4 Team Sports 75 3
Practicum Field Study/Related Learning 300 6
Experiences
Total 778 21
Source: Bacolod City National High School, 2013
Table 25: Curriculum Design – Senior High School, Grade 11, BCNHS
Competencies Grade Level and Grading Duration of
Period Taken Training
(in Weeks)
Symbols Grade 11 1st Grading Period 3
Computer Menus Grade 11 1st Grading Period 2
Computer – Practical Dos and Grade 11 2nd Grading Period 3
Don’ts
Basic Computer Operations Grade 11 2nd Grading Period 2
Applications Grade 11 2nd Grading Period 3
Use of Computers with Grade 11 2nd Grading Period 2
Peripherals
American Accent Trng. – Grade 11 3rd Grading Period 3
Speech Drills
American Accent Trng. – Grade 11 3rd Grading Period 2
Fluency Drills
Voice Drills Grade 11 3rd Grading Period 3
Communication Activities – Grade 11 3rd Grading Period 2
Multi-tasking web-surfing,
typing, encoding, answering
call
Computer-Assisted Drills – Grade 11 4th Grading Period 2
Using Communication Cues
Computer-Assisted Drills – Grade 11 4th Grading Period 3
Simulation Activities
Total Number of Weeks 30
Source: Bacolod City National High School, 2013
Teachers
Teachers are available to students for assistance or tutorials. They also give students
considerations such as make-up test when they are absent.
Strength
The strength of the program lies in the fact that some of the subjects taken during
senior high school may be credited in college. Also, it is clarified to the students
and the parents at the orientation sessions that education under the SHS Modeling
Program is free.
Challenges
One of the main challenges of the school is the cost of setting up the laboratories,
which should be TESDA-compliant.
Another challenge for them is keeping up with the standards. They see that the
program should be assessed carefully.
They also see the need to hire an industry coordinator or OJT adviser/supervisor that
can work beyond office hours as well as a human resource personnel.
They also see the need to partner with BPO companies. Related to this, one big
challenge is that call centers do not allow OJT for prospective call center agents
and technical support staff because accounts are treated as confidential and all
transactions are considered official and duly documented and should be handled
professionally. They only provide training for personnel that they have initially
screened for hiring.
To address this challenge, the school has made some efforts to strengthen their
employability program by hiring former call center agents as English teachers.
1. SHS model schools in coordination with DepEd, CHED and other HEIs, and
TESDA should work together to revise and upgrade the curriculum. There
is also a need for greater flexibility in its implementation, particularly in
allowing college General Education (GE) subjects to be applied and credited,
college graduates who are not education majors to teach, and employment
hours to be credited as OJT hours.
4. LCD projectors and laptops should be provided so that students could easily
grasp the lessons presented.
The SHS Modeling Program in Sum-ag NHS aims to develop and enhance the
technical knowledge, skills and values of students in agriculture particularly in rice
production, organic farming, and nursery management.
Profile of Students
There were originally 21 students that enrolled in SHS Modeling in Sum-ag NHS, but
seven have left for various reasons such as financial problems, difficulty in getting
exposed to sunlight and heat, and lack of interest in agriculture.
For the 14 SHS students that remained, most of them belonged to poor rural-based
families. Their parents worked as small farmers, farmworkers, fisherfolk, drivers,
househelpers, or construction workers.
Since some of the students also worked as farmers or farmworkers, they said that
they enrolled in the program to continue crop cultivation started by their parents
and learn new and proper crop production techniques and farm tools. Most of them
also got attracted to the SHS program because they do not have money to enroll in
college. After SHS, some of them plan to go to an agricultural college so they can
also teach agriculture.
Because of the students’ poor economic conditions, the school helps them in their
food and transportation fares. Instructional handouts are also given for free to the
students.
The school was identified as an agricultural SHS because it had a rice field and a
TechVoc offering in junior high school. On the other hand, the school received a
training on curriculum that was jointly conducted by DepEd Schools Division
Superintendent Bacolod City, DepEd Regional Office, and TESDA.
The school also held consultations with prospective industry partners such as the
Organization for Industrial, Spiritual, and Cultural Advancement (OISCA), the Metro
Bacolod Chamber of Commerce and Industries (MBCCI), and the Negros Organic
Rice Industry Association (NORIA), which had an organic ricefield as a demo farm.
In addition, the school consulted with the city LGU. Through these meetings, the city
LGU allocated PhP 2 million for the construction of a school building for SHS.
Subsequently, a MOA was signed by the school, HEIs, city LGU, and industry partners
explaining their roles and responsibilities related to SHS Modeling. Another MOA
is yet to be signed between Sum-ag NHS and the HEIs for the possible provision of
financial assistance.
Curriculum
Sum-ag NHS requires a total of 52 units with laboratory for Grade 11 students to
complete all the academic subjects. These subjects include English, Filipino, math,
science, social science, humanities, Rizal, National Service Training Program (NSTP),
and MAPEH. Some of the subjects have been aligned with general education
subjects in college. Other subjects are also aligned with the career pathway. For
instance, Business Math is taught in math, and Contemporary Issues in Agriculture
is provided in Social Studies.
For Grade 12, SHS students are required 25 units to finish all the academic subjects.
These subjects include math, social science, natural science, MAPEH, and computer.
Academic classes for SHS students are held from Monday to Friday, from 7:30 am to
12:00 noon. On the other hand, the practicum is conducted in the ricefield within
the school premises either five days a week or when needed in the field from 1:00 to
SHS Teachers
SHS teachers, except for the English 101 teacher and the science teacher, on the
average have 29 hours of teaching load per week. They teach both in junior high
school and in senior high school. Teachers I-III render 25 hours of teaching while
Master Teachers render 30 hours of teaching. In addition, they have five hours of
advisory work.
The SHS students also appreciate the support of their SHS teachers. Because most
of them are poor and have financial problems, the school and particularly the
SHS teachers, provide them with various learning materials including handouts,
handouts lifted from textbooks, college-level materials, and reference materials
obtained through internet research.
The SHS students enjoy SHS but are very serious in their studies. Part of their
requirements is to choose report topics and provide reports and presentations.
There is also a critiquing session after every report presentation wherein the SHS
students can give their insights on the presentations. In their English class, they are
taught about the levels of comprehension to help develop their communication
skills. Their agriculture classes, on the other hand, are instruction-guided.
The SHS students do not have a dedicated classroom; as for their attire, they just
wear white T-shirts and have no school uniform. They recently had a field trip to a
provincial demo farm production in Bago City, Negros Occidental.
For the SHS students, studying under the SHS Modeling Program in Sum-ag NHS is
a great opportunity to learn because it provides free education.
Challenges
Sum-ag NHS through its school head mentioned a number of challenges in its SHS
Modeling Program. One of the concerns of the school is that its career pathway
offering of agriculture may not be able to provide the jobs needed by prospective
SHS graduates. As a result, there is a possible misalignment between specialization
and labor market demand. This is exacerbated by government policy that do not
seem supportive of agriculture but instead seem to support agricultural importation.
They said that there is a need to reconcile the needs of communities on food
security while at the same time linking the sector with industries to provide more
employment opportunities. The school likewise said that advocacy and education
is needed to attract more students to take agriculture as a career pathway. On the
practical side, the school thinks that the financial problems of students can be
addressed by the specialization through an earning-while-planting program.
The school is also waiting for meetings to be held between DepEd and CHED to
discuss the possibility of crediting the academic subjects in SHS in college.
Another challenge for them is how to compensate SHS teachers who do overtime
work. As it is, the school is not allowed to provide honorarium. Since the program is
still at its modeling stage, they also could not allocate funds from their MOOE.
They are also concerned that NC II in Agriculture is not readily available in their area
and they have to take it in Cebu, Leyte, or Davao.
Lastly, they said that there is a need to provide more enriched instructional materials
for SHS.
Recommendations
Based on the interviews, the following are the recommendations to help improve
the SHS program implementation in Sum-ag NHS:
The school is one of the two schools in the country that piloted SHS a year ahead
of other SHS model schools. Grade 11 students were encouraged to enroll because
it was free and the school offered courses which were in demand. Because it was
in the experimental stage, students were accepted without screening. They were
merely asked what major they would like to take. But for enrolment, they had to
submit their NSO birth certificate for age verification and high school report card for
fourth year graduates.
Pre-Implementation
The school strengthened their advocacy campaign among parents to reach out to
the unschooled who are mostly working in the farms or as vendors. Enrollees for
SHS consist of 25% from other schools and 75% from DMLMHS. They ensure that the
parents and students are well-oriented on SHS program prior to enrollment.
Curriculum
The school reported that they developed its SHS curriculum around the needs/
demands of industries operating in Silay City through a consultation meeting with
majority of industry leaders, parents, other school administrators, LGU, and religious
organizations. Grade 11 students are required to take 12.6 units of academic subjects
for 42 hours. The academic subjects include science and technology, Filipino, English,
mathematics, social science, and TVE (specialization) (see Table 31).
For the junior high school, students are free to take dressmaking/garments,
commercial cooking, electricity and computer servicing. On the other hand, there are
four specializations that SHS students could take: food and beverages services (FBS),
housekeeping, electrical installation and maintenance and shielded metal arc welding
(SMAW). The curriculum is based on TESDA in preparation for NC II. Even the hours per
subject are TESDA Training Regulations (TR)-compliant (see Table 32 and 33).
Classes are held Mondays to Saturdays from 7:30 AM to 4:30 PM. The first two hours
on weekdays are spent on their major subjects for hands-on and on Saturdays they
discuss theories. The rest of the time is divided among core subjects using college
level textbooks: Filipino, English, Business Math, biology, and geology.
The school provides more hands-on learning and discussions of real life issues (e.g.,
abortion, euthanasia, etc.) that are connected to the core learning areas. The students
of FBS spent their on-the-job training every day for one hour in the school canteen,
and in a hotel owned by the city mayor. The NC II holders provided catering and wine
services in hotels, bakery and for the official functions of the Schools Division Office
in Silay City. The SMAW Grade 11 students take their OJT at the TESDA-accredited IETI
school in Bacolod City. About 25 percent or 6 out of 24 SHS students enrolled in SMAW
are female. They do repair of furniture and fixtures through welding. On the other
hand, students of housekeeping are able to practice cleaning of rooms, floors and
toilet facilities and do laundry using washing machine.
Three transformers were transferred without cost by the Regional Office to the
Doña Montserrat Lopez Memorial NHS, thus augmenting the power supply and
separating the power lines of electrically-driven machines in SMAW to avoid
damaging computers.
Teachers
All SHS teachers are NC II holders and have been trained on K to 12 and TESDA
methodologies and competency assessment. They were trained on the least mastered
competencies and on new technical subjects. This is being complemented by the
teachers’ own researches to advance their teaching practice. Thus, they developed
their own course outline using online resources and library materials. There are
no textbooks for SHS but they maximized the use of online resource materials for
teaching. The teachers are dedicated and patient to ensure that optimum learning
will take place in two hours per class/subject using demonstrations.
Teachers teach in both junior and senior high schools. As additional incentive, an
honorarium is given to teachers who teach on Saturdays. With prior approval from
COA, the amount is charged to MOOE funds.
Assessment
The rating system to measure student performance consists of skills test (50%),
paper test (25%), projects (20%) and work attitude (5%). The teachers evaluate each
project and how it is done by the students to ensure that only original projects are
submitted. The school principal conducts on-the-spot/non-standard evaluation of
student learning in addition to formative assessment. Upon SHS completion, the
students are expected to pass at least one technical competency assessment to
qualify for graduation and OJT certification.
Under the MOA, the school tied up with industries for the OJT and job placement
of students. These include the Hawaiian Philippine Company (sugarcane industry),
and HRM service providers such as Mel Ken Restaurant, Baldevia Pension House,
Sunburst Bay Resort, and Royal Am Rei Hotel. The school reported that 10 students
per batch are taking their OJT in SMAW and EIM for four days (30 hours) in Hawaiian
Philippine Company and housekeeping in Baldevia and Windbell Pension House.
EIM students are holding their OJT in Silay City Engineers Office/LGU and FBS in Aid
Agency.
At the same time, alumni abroad are informed of the advocacy of the school to
generate funds for the purchase of equipment through the school’s email and
Facebook account.
Good Practices/Strengths
Guided by DepEd Order No. 36, ss. 2012, the school is empowered to do school-
based innovations to take into consideration the condition of SHS students who are
working and are teenage mothers.
Contextualized and integrated learning makes learning more relevant and easier
for students to grasp and remember the lessons. For instance, in studying history,
The students are also trained to become technopreneurs because they can sell
their projects in SMAW and electrical technology on a job-order basis. Curriculum
enrichment is continuously done by reviewing the existing learning materials and
developing localized/indigenous materials.
Learning Outcomes
It is noteworthy to know that the school has 100 percent NC passing rate for food and
beverage service (FBS). As such, five students will be hired for work in FBS industries
with full salary benefits. It is hoped that the same will happen to students of SMAW
and housekeeping who will take their NC I and NC II assessments, respectively. The
more NC II assessments that SHS students will pass means better and wider work
opportunities for them.
The junior high school students have high regard for SHS students because they
perceive them to be serious in completing their chosen courses. But some teachers
notice that some SHS students sometimes act as junior HS because they are still
playful and physically not fully mature and confident to assume work responsibilities.
Challenges
One of the challenges faced by the school is in terms of getting the cooperation
of the LGU (i.e., barangay council) without any strings attached. Nevertheless, the
school principal was able to capitalize on this situation by turning adversities into
opportunities. One instance was when the school needed a welding machine
transformer. The school was able to solicit some funds from DepEd Central Office and
Majority of SHS students are average learners. One of the difficulties shared by
the Grades 7 and 12 students is their use of the English/technical language at the
workplace (e.g., while providing FBS/hotel services). But they believe they can master
it because they love their course and aspire to acquire an in-depth OJT experience. To
help students enhance their language skills, the school conducts mock interviews,
coaching on written tests, how to memorize the script in providing customer service,
and confidence building. The interview results showed that students are not used
to verbal screening.
The school has two SMAW teachers (male and female) but needs more teachers of
welding, preferably female teachers, for they deliver the finest product. The school
also needs basic materials for FBS and consumable supplies for individual SMAW
learners and to raise funds to purchase an LCD projector intended for SHS. They
plan to construct a state-of-the art SMAW building and a simulated TESDA booth for
electrical installation and maintenance (EIM) NC II with complete electrical gadgets.
The school aspires to serve as an accredited training center of TESDA by 2016 with
state-of-art facilities at par with TESDA provincial l training center.
Recommendations
Based on the testimonies of teachers and students, students should be given more
exposure to hands-on learning such as repairing electrical facilities outside the
school that pays for student services. The students in FBS also want to extend the
NC preparations. They could finish the FBS NC II course in one semester and take
Housekeeping NC II in the second semester. However, others do not plan to proceed
to housekeeping for they prefer to enroll in higher level FBS/HRM related courses.
For advanced learners, the school should offer higher level competencies on EIM
for NC III certification such as industrial electricity. However, NC III is not allowed
by TESDA. DepEd and TESDA agreed that the national certification related to SHS is
limited only to NC II since NC III is supervisory in nature.
There should also be enough facilities and equipment particularly for welding, ICT
facilities, etc. The school needs 10 new SMAW cubicles with eight sets of welding
machines and materials to attain the student ratio of 2:1 where two students can
The teachers’ technical skills should be updated and enhanced through continuing
professional training and development. Provide incentive to the TLE coordinator
who also serves as the SHS industry coordinator. Lastly, the school should open its
eyes to new trends and possibilities for innovation without waiting for DepEd orders
from Manila.
Regarding K to 12, the school principal proposes the “bring down and bring up”
approach wherein college courses will be taught in high school but actual college
courses have to be strengthened by CHED.
For SHS modeling, the specialization of the students should begin as early as Grade
5. The school needs to provide TechVoc orientation in Grade 4 so that students can
avoid culture shock and peer influence. At the beginning of the school year, there
must be a one-month probationary/exploratory period to test if the students have
the interest and skills to purse the TechVoc course. They should be given freedom to
experience and choose the final course in preparation for high school.
On the other hand, the teachers believe that it is possible to offer SHS through OHSP
to reach out to students at risk of dropping out as a stop gap measure. But the OHSP
may be limited to academic subjects as the students will need more time for hands-
on in TechVoc subjects and special arts projects. OJT for OHSP could be possibly
done by tapping community facilities. For instance, in welding, a student may use
a neighbor’s welding machine for his project, and the teacher checks the project
output.
Pre-implementation
Prior to SHS Modeling, the school conducted consultations with DepEd, CHED and
HEIs including Leyte Normal University, TESDA, PTA, LGU, DOLE, and prospective
industry partners such as Helping Foundation, Leyte Technology Livelihood
Development Productivity Center (LTLDPC), Oriental Hotel, and Asian Development
Foundation. It was during these consultations that tourism and ICT were identified
as their career pathway offerings. The LGU also committed to provide vehicles to
transport the students from the school to their OJT site.
Subsequently, a MOA was signed by the school, HEIs, industry partners, and the LGU.
The MOA explained the roles and responsibilities of each of those involved related
to SHS Modeling.
Curriculum
Palo NHS developed its academic and specialization subjects in consultation
with Leyte Normal University (LNU). The SHS teachers also come from LNU. The
academic subjects include English, Filipino, math, science, social studies, personality
development, and physical education. They follow the course description of subjects
in LNU. As such, the same subjects can be credited if the SHS students decide to
pursue college in LNU.
The academic subjects are taught in the morning. In the afternoon, the students
travel either to Helping Foundation or LTLDPC for their practicum.
On the other hand, ICT students are taught computer hardware servicing,
programming, call center work, and software development (see Tables 38 to 41).
As for SHS graduates, they are able to take NC II for tourism and ICT.
Challenges
The school is concerned with the security and safety in transporting students to LNU
and for their OJT. Another concern is that the SHS students still do not have their
own classroom so they are only using the gymnasium as their classroom.
In addition, unlike the TechVoc schools, some pilot SHS model schools were not
provided with PhP 1 million support from the DepEd Central Office.
2. Provide SHS students with their own classroom and training facilities for
hands-on activities to minimize frequency of travel.
3. SHS teachers should have a Master’s degree to qualify them to teach the
core subjects as well as advanced courses in SHS. They should be given
scholarship opportunities by TESDA to improve their technical competencies
and their perspectives/styles in teaching SHS students.
4. Prepare elementary and junior high school students for the rigors of SHS
studies.
5. Allocate funds (e.g., PhP 1 million) for pilot SHS model schools. The available
MOOE funds can only cover for the overhead expenses of the school. The
school needs funds to construct new classroom, repair roofs and pay for
carpentry/labor services.
7. Address the conflict in policy issues. Civil Service Commission (CSC) rules
that the students should stay in school for eight hours, but for SHS, students
are required to have two hours paper work/OJT outside of schools, which
violates the CSC rule. Policies which can be addressed by the legal office of
DepEd were already brought up to the Regional/Division Offices, but as of
date, no action has been taken by school authorities.
The development of SHS Modeling in Merida Vocational School was built upon the
project of former Leyte governor and current Department of Energy (DOE) Secretary
Jericho Petilla called, “Edukasyon Pantulay Pangkabuhayan” (Edukasyon 2Ps) or the
Income-Creating Opportunities thru Technology Projects (ICOT-P).
The SHS Modeling of the school aims to develop the skills of students in automotive
service and metals and engineering, thereby making them assets to the different
sectors established locally and internationally. It is a tripartite partnership program
of DepEd, TESDA, and CHED.
Curriculum
The TechVoc programs offered by the school were identified based on student
profiling and skills assessment and the types of services that the community needs.
Automotive Sector
The school provides automotive servicing needs of the clients outside the school
such as engine repair, engine tune-up, and repair and maintenance of motorcycles.
The students may also provide home service particularly car wash, engine tune-up,
and electrical lighting system repair and troubleshooting as may be requested by
clients. Academic subjects for SHS students include English, science, math, Filipino,
humanities, social science, computer, literature, and entrepreneurship. Teachers from
Merida Vocational School are the academic subject teachers for Grade 11 during
the first semester. Upon the recommendation of the DepEd Region 8 director, the
academic subject teachers for the second semester come from the Eastern Visayas
State University (EVSU) (see Tables 42 to 45).
2. The school gets continued support from the stakeholders and transparency
on every transactions.
4. The assessment tools used for senior high TVE teachers are rubrics, learning
objectives checklist and behavioral checklist.
5. The senior high TVE teachers are NC holders in their fields of specialization.
8. The school accepts requests for automotive and welding services from
teachers and the community.
9. The school uses the EASE modules for SHS students who need to catch up if
they miss some academic subjects due to absences.
10. Due to lack of teachers, the head teachers also teach full time at six hours
daily in the exigency of the service.
11. The school keeps track of their high school graduates through the help of
the guidance counselor.
The Leyte Provincial Governor Hon. Mimieta S. Bagulaya headed the inauguration
of the two-classroom building which is presently being used by the SHS students.
The local government unit of Merida, Leyte, has granted a check amounting to PhP
567 thousand for the tools and equipment as pledged by the municipal officials
headed by the Hon. Mayor Marcos Antonio D. Solaña.
HEI instructors already received their monthly honorarium from the Provincial
School Board.
1. With its increasing enrollment, the school needs PhP 1,000 per student, but
the MOOE funds are not enough to support the SHS financial requirements.
2. Parents will provide for the transportation fare of those students who will go
home every day from their OJT.
3. Parents will shoulder the fee for house rental of students who will reside near
the workplace since agencies cannot provide boarding houses for them.
4. Students have paid the insurance to the partner insurance provider Coop-
Life Mutual Benefit Services Association (CLIMBS) of Metro Ormoc Credit
Cooperative, Inc. (OCCI).
5. As of 2013, the MOA with PASAR and Philphos are still in progress since the
MOAs were forwarded to the regional office for endorsement.
7. The ratio of equipment for automotive repair and metals engineering to the
number of SHS students is currently at 1:4. To cope with this situation, they
provide a schedule on the utilization of the tools and equipment. But this
contributes to delays in hands-on learning and in the completion of school
projects.
Recommendations
Merida Vocational School and its business partners need to come up with an
agreement to shoulder the transportation fee and house rent of students undergoing
OJT, and the agreement must be supported by the Department of Education. Also,
DepEd should provide counterpart for students’ OJT insurance.
There is a need to sustain the linkage with industries already established through
MOAs or MOUs. In particular, a linkage or industry coordinator should be designated
to help provide students with easy access to immersion in local industries. The
coordinator should be trained possibly by TESDA or the industry partner. Sustaining
strong linkages with the industry also provides clarity in the industry’s needs in
terms of skills and labor demand.
There is also the need to keep an open communication line with the stakeholders.
The stakeholders are supportive of the SHS program so long as they are kept abreast
of the developments in the implementation of the program and the significance of
their roles in program implementation is clarified. This can be done by conducting
quarterly convergence meetings.
The school should promote the “adopt a student program” to help indigent families.
Laboratory rooms for SHS students must follow TESDA rules and regulations in terms
of set-up and safety measures. In the case of Merida Vocational School, one example
is that they transferred the welding booth to the back of the welding laboratory
room to prevent fires and other related occupational hazards.
The municipal and provincial LGUs should provide budgetary support for the
provision of tools and equipment for SHS students. In this way, the SHS students can
master their skills if there is a 1:1 student-equipment ratio.
———. DepEd Memorandum No. 291 s. 2008, Guidelines for the Implementation of
CSC Resolution No. 080096 on Working Hours for Public School Teachers.
———. DepEd Order No. 40, s. 2015, Guidelines for Building Partnerships for the K
to 12 Basic Education Program.
———. “The DepEd Reform in Secondary Education: The Grades 11 and 12 Tracks
and Its Challenges”. Presentation at the 2014 National Conference on the
Educational Paradigm Shift for Grades 11 and 12. February 2014.
Republic Act No. 4670, The Magna Carta For Public School Teachers.(1966).
Republic Act No. 7323, Special Program for the Employment of Students (SPES).
(1992)
Republic Act No. 7836, The Philippine Teachers Professionalization Act of 1994.