MONITORING OF THE PHILIPPINE DEPARTMENT OF EDUCATION S MODEL SENIOR HIGH SCHOOL PROGRAM

Transcription

1 MONITORING OF THE PHILIPPINE DEPARTMENT OF EDUCATION S MODEL SENIOR HIGH SCHOOL PROGRAM Senior High School Modelling: Moving Towards the New K to 12 Curriculum

2 Philippine Copyright 2014 SEAMEO INNOTECH ISBN XXX-XXX-XXXX-XX-X All rights reserved. No part of this publication may be reproduced or distributed in any form or any means or stored in a database or retrieval system without prior written permission of SEAMEO INNOTECH. Table of Contents 2

3 TABLE OF CONTENTS Table of Contents... 3 List of Tables... 5 List of Figures... 7 List of Acronyms... 8 Acknowledgement Executive Summary Guidelines/Policies Sources of Funds Capacity Building Linkages Curriculum Development SHS Program Management Introduction Objectives of the Study Method of Study The SHS Curriculum Core Subjects Track Subjects Academic Track Technical-Vocational-Livelihood Track Sports Track Arts and Design Track General Trends A. Pre-implementation Experiences Rationale Linkages Curriculum Development Capacity Development Certifications B. Implementation Experiences Inputs Table of Contents 3

4 2. Processes Output Challenges and Potentials C. Recommendations (Moving Towards K-12 Implementation) Guidelines/Policies Sources of Funds Capacity Building Linkages Curriculum Development SHS Program Management Profiles of Model Senior High Schools A. San Pedro Relocation Center National High School B. Sangley Point National High School C. Bacolod City National High School D. Sum-ag National High School E. Doña Montserrat Lopez Memorial National High School F. Palo National High School G. Merida Vocational School Annex 1: Duration of Pre-University Programs in Southeast Asia Annex 2: List of Key Informants References List of Tables 4

5 LIST OF TABLES Table 1: General Profile of SHS Model Schools, SY Table 2: SHS Model Schools Specializations Table 3: List of SHS Model Schools Included in the Monitoring Study Table 4: Proposed SHS Curriculum (2012) Table 5: SHS Core Subjects Table 6: Common Track Subjects Table 7: Specialized Track Subjects (Academic Track - ABM Strand) Table 8: Specialized Track Subjects (Academic Track - General Academic Strand) Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*) Table 10: Specialized Track Subjects (Academic Track - STEM Strand) Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood Track*) Table 12: Specialized Track Subjects (Sports Track) Table 13: Specialized Track Subjects (Arts and Design Track) Table 14: Summary of Revised SHS Curriculum (2014) Table 15: List of Selected Model SHS Table 16: Curriculum for Senior High School, SY Table 17: Curriculum for Senior High School, SY Table 18: Curriculum for Senior High School, SY Table 19: Curriculum for Senior High School, SY Table 20: Program Schedule for Grade 11, First Semester Table 21: Program Schedule for Grade 11, Second Semester Table 22: Program Schedule for Grade 12, First Semester Table 23: Program Schedule for Grade 12, Second Semester Table 24: Area of Specialization Table 25: Curriculum Design Senior High School, Grade Table 26: Curriculum Design Senior High School, Grade List of Tables 5

6 Table 27: Proposed Curriculum Grade Table 28: Proposed Curriculum for Grade Table 29: Sum-ag NHS SHS Area of Specialization, Description and Number of Hours Table 30: Additional Competencies inputted by industries Table 31: Class Program of Grade Table 32: SHS Area of Specialization, Description & Number of Hours Table 33: Additional Competencies Inputted by Industries Table 34: Proposed Senior High School Curriculum (Revised), SY , Tourism Table 35: Proposed Senior High School Curriculum (Revised), SY , Tourism Table 36: Proposed Senior High School Curriculum (Revised), SY , Tourism Table 37: Proposed Senior High School Curriculum (Revised), SY , Tourism Table 38: Proposed Senior High School Curriculum (Revised), SY , ICT Table 39: Proposed Senior High School Curriculum (Revised), SY , ICT Table 40: Proposed Senior High School Curriculum (Revised), SY , ICT Table 41: Proposed Senior High School Curriculum (Revised), SY , ICT Table 42: Proposed Senior High School Curriculum, SY Table 43: Proposed Senior High Curriculum, SY Table 44: Proposed Senior High Class Schedule, SY Table 45: Proposed Senior High Class Schedule, SY Table 46: Proposed Senior High Class Schedule, SY Table 47: Proposed Senior High Class Schedule, SY Table 48: Proposed Senior High Class Schedule, SY Table 49: Proposed Senior High Class Schedule, SY List of Tables 6

7 LIST OF FIGURES Figure 1: DepEd s Enhanced Basic Education Program Figure 2: The K to 12 Graduate Figure 3: Framework of Study Figure 4: Revised Senior High School Curriculum (2014) Figure 5: SHS Core and Track Subjects Figure 6: SHS with Indigent/Very Poor Students Figure 7: SHS with Working Students Figure 8: SHS with Overaged Students Figure 9: SHS Program Track Figure 10: Learning Materials Used in SHS Figure 11: Teaching-Learning Strategies Used in SHS Figure 12: Type of Student Assessment Used in SHS List of Figures 7

8 LIST OF ACRONYMS ABM ADM APEX BESRA BPO CHED CLIMBS COA CSC DepEd DMLMNHS DO DOLE Edukasyon 2Ps EFA EIM ERIO EVSU FBS FGDs GE HE HEIs HESS HRM ICOT-P ICT IETI IRR KASVs KIIs LET LGUs LNU LTLDPC MAPEH MBCCI MOA MOOE National Certificate NHS NORIA NSSC Accountancy, Business, Management Alternative Delivery Mode Applied Academics for Excellence Basic Education Sector Reform Agenda Business Process Outsourcing Commission on Higher Education Coop-Life Mutual Benefit Services Association Commission on Audit Civil Service Commission Department of Education Doña Montserrat Lopez Memorial National High School DepEd Order Department of Labor and Employment Edukasyon Pantulay Pangkabuhayan Education for All Electrical Installation and Maintenance Educational Research and Innovation Office (SEAMEO INNOTECH) Eastern Visayas State University Food and Beverage Service Focus Group Discussions General Education Home Economics Higher Education Institutions Humanities, Education, Social Sciences Hotel and Restaurant Management Income-Creating Opportunities thru Technology Projects Information and Communications Technology International Electrical and Technical Institute Implementing Rules and Regulations Knowledge, Attitude, Skills, and Values Key Informant Interviews Licensure Examination for Teachers Local Government Units Leyte Normal University Leyte Technology Livelihood Development Productivity Center Music, Arts, Physical Education, and Health Metro Bacolod Chamber of Commerce and Industries Memorandum of Agreement Maintenance and Other Operating Expenses National Certificate National High School Negros Organic Rice Industry Association Naval Sea System Command List of Acronyms 8

9 NSTP OCCI OHSP OISCA OJT PCCI PD PEIs PESO PNP PRC Project EASE PUP RA RBEC RPL RSU SARDOs SBM SEAMEO INNOTECH SEAU SHS SMAW SPRCNHS STEM STVEP TESDA TechVoc TLE TR TVET Institutions TVL TWG National Service Training Program Metro Ormoc Credit Cooperative, Inc. Open High School Program Organization for Industrial, Spiritual, and Cultural Advancement On-the-job Training Philippine Call Center Institute Presidential Decree Private Educational Institutions Public Employment Service Office Philippine National Police Professional Regulations Committee Project Effective Alternative Secondary Education Polytechnic University of the Philippines Republic Act Revised Basic Education Curriculum Recognition of Prior Learning Research Studies Unit (SEAMEO INNOTECH, under ERIO) Students at Risk of Dropping Out School-Based Management Southeast Asia Ministers of Education Organization Regional Center for Educational Innovation and Technology Solutions Evaluation and Adaptation Unit (SEAMEO INNOTECH, under ERIO) Senior High School Shielded Metal Arc Welding San Pedro Relocation Center National High School Science, Technology, Engineering, Mathematics Strengthened TechVoc Education Program Technical Education and Skills Development Authority Technical-Vocational Technology and Livelihood Education Training Regulations Technical Vocational Educational Training Institutions Technical-Vocational-Livelihood Technical Working Groups List of Acronyms 9

10 ACKNOWLEDGEMENT Our deepest gratitude goes to the Department of Education (DepEd), Bureau of Secondary Education under the former leadership of Dr. Lolita Andrada for providing the overall direction, context and expectations of DepEd about the Senior High School Modelling Program. The Center significantly extends its gratitude to the school principals, teachers, students, 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 include Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project Research Associate, and Rhio DC Dilag, Program Assistant. Special thanks goes to Ms. 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. Acknowledgement 10

11 EXECUTIVE SUMMARY In early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the Educational Research and Innovation Office (ERIO) of the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) 1 undertook a monitoring study to document the developments on the first year of implementation of the Senior High School (SHS) Modeling in selected SHS model schools in the country. The research study was funded through SEAMEO INNOTECH s Educational Research and Innovation Fund as part of the Center s complimentary set of program interventions to support the Department of Education (DepEd) s need for sustained technical support in operationalizing the new K to 12 Basic Education Program. 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 Specifically, the study aimed to 1) determine the preimplementation 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 Sangley Point, 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. A review of related literature was also conducted to provide contextual background to the study. 1 SEAMEO INNOTECH is one of the three (3) SEAMEO regional centers hosted by the Government of the Philippines (GOP). Executive Summary 11

12 General Findings The general findings of the monitoring study paid attention to pre-implementation and implementation experiences of the seven SHS model schools. Challenges and recommendations were likewise drawn from the experiences of the schools in SHS Modeling. A. 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. Partnerships with industries were formalized through a Memorandum of Agreement (MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives of SHS Modeling, and the roles and responsibilities of each party related to the implementation of SHS Modeling. Executive Summary 12

13 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. B. 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 a. Human Resources, Funds, and Facilities 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 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, these schools are unable to cover expenses for their SHS modeling through their regular fund for maintenance and other operating expenses (MOOE). 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 Executive Summary 13

14 school even uses its computer laboratory to hold classes for SHS. In some cases, teachers had to shoulder some expenses of students. To help augment their financial requirements, the schools sought assistance from government officials, LGUs, or industry partners. b. Curriculum 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 follow a common academic curriculum, with a few additional subjects that are relevant to the specializations the schools offer, such as TechVoc or entrepreneurship courses. They align the curriculum with the General Education subjects in college to prepare the SHS students for possible entry to second or third year college. The curriculum includes 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. The SHS model schools covered four areas: 1) Entrepreneurship/Business; 2) Technical- Vocational; 3) Humanities (Sports, Arts, Music, Languages, Journalism); and 4) Science, Technology, and Engineering. Students specializing in entrepreneurship or TechVoc can take the National Certification (NC) II exams administered by the TESDA which they can use in applying for jobs. c. Learning Modules As of SY , no instructional materials had been developed by the DepEd for SHS Modeling. To compensate, the SHS model schools used: 1) printed modules or digitized resources (83%); 2) printed text or workbooks (67%); and 3) online resources (50%). 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 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 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. Executive Summary 14

15 In the case of Doña Montserrat Lopez Memorial NHS, they made use of DO No. 48 s 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 a. Intervention programs for disadvantaged learners and/or students at risk of dropping out (SARDOs) The SHS model schools employ various intervention programs depending on the needs of disadvantaged learners and/or SARDOs. In some cases, local officials offer scholarship programs to deserving students. There is also the adopt-a-child program for teachers who can afford to support a student. The schools also employ the Open High School Program (OHSP) to address the constraints of some students in attending daily classes. Learning materials used under such arrangements include modules or workbooks. Some SHS model schools also implement feeding, health, and nutrition programs. In addition, the school encourages parents to support their students whenever possible. 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, mediaassisted teaching and work-oriented teaching are the most commonly employed teaching strategies; of the seven schools, six (86%) identified at least one of these three as part of their teaching methodology. Five schools (71%) mentioned using flexible learning, group or cooperative learning, or process-oriented learning. Three schools (43%) have individualized learning methods. 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 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, percent said that they conduct performance assessment to evaluate the students. On the other hand, percent mentioned that they use either portfolio or self-assessment in assessing the SHS students. Executive Summary 15

16 3. Output a. Innovations Among the innovations disclosed during the interviews are the following: 1) Establishing a strong and sustained partnerships with LGUs, industries, and HEIs to help provide the needed assistance for the Program; 2) Undergoing on-the-job (OJT) training programs as early as Grade 11 to accommodate all students and prevent congestion of trainees at the end of the SHS term; 3) Screening of incoming SHS students through qualification tests, scholastic grades and interviews; 4) Making the school accessible to indigent students by strictly implementing a zero collection policy; 5) Giving consideration and flexible timeframe to students who are deployed in OJT program to comply with requirements; ICT was likewise used for consultation; 6) Using real life scenarios, skill-oriented learning and treating students as adults to motivate and challenge them to do well in school; 7) Designating a teacher as industry coordinator, one who had been in the industry for a long time to facilitate the OJT program of the students; 8) Encouraging SHS teachers to earn a Master s degree or units, have a NC Level II, or attend TESDA training programs and competency assessment; 9) Encouraging SHS teachers to conduct action research and develop their own instructional materials to help enrich existing instructional materials; 10) Hiring contractual teachers to help mitigate the lack of teachers; and 11) Providing laboratory access for SHS students through the Public Employment Service Office (PESO) to augment the school s limited resources. b. Student Tracking The SHS model schools are yet to develop a system of tracking since all of their SHS students are only in Grade 11. Executive Summary 16

17 Challenges and Potentials The interviews with the seven SHS model schools revealed that SHS Modeling has a number of challenges and potentials with respect to guidelines or policies, resources and LGU and parental support, awareness, and linkages. A. Guidelines/Policies One of the challenges raised with respect to guidelines in the hiring of teachers is the continued implementation of the Localization Law, which prevents schools from hiring qualified teachers. In the case of SHS model schools that offer call center service as a specialization, they are faced with the fact that call centers do not allow on-the-job training (OJT) for prospective call center agents and technical support staff. Instead, they only provide training for personnel that they have initially screened for hiring. Another challenge in terms of guidelines is that in some SHS model schools, Grade 11 students are not required to join extracurricular activities. One area of potential or opportunity related to policy is DepEd Order (DO) No. 48 series of 2007 which authorizes TechVoc principals to hire contractual teachers. B. Resources Many challenges and concerns raised by the SHS model schools were related to resources. These resource-based challenges and concerns include the following: 1) TESDA examination fee for National Certification (e.g., PhP 550 examination fee per student, uniforms and other paraphernalia required by TESDA in the case of NC exam for security services as noted by Sangley Point NHS) 2) Transportation cost of students who are undergoing their OJT programs 3) Accommodation expenses of students who need to stay near their workplaces for their OJT programs 4) Cost of insurance premium for SHS students who are undergoing their OJT programs 5) Some of the SHS students do not have their own classroom. 6) In some SHS model schools, there is insufficient number of computer units for SHS students. Executive Summary 17

18 7) Since SHS is to be fully implemented only starting in 2016, some of the SHS model schools have no budgetary allocation from its MOOE for SHS Modeling. This situation forces the teachers to personally pay for some of the students requirements for the SHS Program. C. 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, and advocacy and promotion. While the SHS model schools are able to access such support from LGUs, they are constrained under COA regulations to purchase equipment/gadgets with a value not exceeding PhP 10,000. D. Parental support Parents, based on the findings of the study, may help address students concerns, help motivate students, provide financial support, and assist in advocacy and promotion of the SHS Modeling Program. E. Awareness Since the SHS Modeling Program employs a stakeholder approach in its implementation, awareness building and promotion of the Program may be done in a collaborative way among the school, the LGUs, the industry partners, the HEIs, the parents, and the students. F. Linkages 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. Sum-ag NHS explained that with their consultations with HEIs and industry groups, they do not see much potential in crop production in helping SHS students obtain jobs. They said that agriculture in their area seems to be declining in terms of importance and job demand. On the other hand, there is a lot of potential in fostering linkages between SHS model schools and industries especially if the partnerships end up as being mutually beneficial for them. Executive Summary 18

19 Recommendations The following are the recommendations based on the findings of the study: 1. Guidelines/Policies 1.1 San Pedro Relocation Center NHS recommended amending the Localization Law in the hiring of teachers so SHS model schools will be able to hire qualified teachers. Section 1 of Republic Act (RA) No or the Localization Act 0f 1996 entitled, AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR CITY WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF CLASSROOM PUBLIC SCHOOL TEACHERS provides that, In the appointment or assignment of teachers to public elementary and secondary schools, priority shall be given to bona fide residents of the barangay, municipality, city or province where the school is located: Provided, That the teacher possesses all the minimum qualifications for the position as required by law. 1.2 It is recommended that regional/division ranking of teachers be done based on time requested by the school. The Professional Regulations Committee (PRC) should provide temporary assignment of new graduates of science, mathematics, technology and engineering courses who are qualified to teach in SHS since they have the newest/latest technology inputs. The need for a policy on hiring teachers for provisional appointment was identified. However, for those teaching in TLE, the NC qualification and industry experience should be highlighted. Industry experts and university professors should be allowed to teach part-time in SHS. 1.3 It is recommended that the designation or hiring of industry coordinators for SHS model schools be institutionalized. Industry coordinators can help significantly in coordinating with existing industry partners and in tapping additional industry partners. They can also assist the students in the preparation and conduct of their OJTs, particularly in contracting on OJT terms, providing for mobility/transportation of OJTs, scheduling of assessment and monitoring of OJTs. 1.4 It is suggested that senior high schools adopt the following considerations in selecting specialized TechVoc programs: Availability of basic technical facility and resources needed to teach and train students; Availability of instructors-trainers who have the necessary competencies, education and training to teach the technology; Integration of a strong career guidance program to guide the students in selecting their preferred specialized track/electives; Availability of funds for the operating expenses of the school and supplemental funds particularly for TechVoc high schools; Enhancement of the job or trade to attract students to consider it as their career; and Identification of one or two jobs that can be readily offered by the schools as a pilot program/course. Executive Summary 19

20 1.5 It is suggested that conflicts in policy issues be addressed. While the Civil Service Commission (CSC) rules that students should be in school for eight hours, SHS students are required to have two hours of paper work/ojt outside of their schools. This seems to violate the CSC rule. Policies which can be addressed by the Legal Office of DepEd were already brought up to the Regional/Division Offices. However, as of date, a resolution is yet to be taken by school authorities. 2. Sources of Funds 2.1 Sufficient budgetary support for the provision of additional classrooms, training facilities for hands-on activities and equipment such as LCD projectors and laptops, and learning materials of the SHS students should be made available. This can be done by increasing the allocated funds from Maintenance and Other Operating Expenses (MOOE), providing TechVoc Funds which is usually at PhP 1 million per school, or requesting for financial or in-kind support from Local Government Units (LGUs) or the business sector. 2.2 It is recommended that 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. 2.3 It is further recommended that GAA funds disbursement be released directly to schools and not through several channels. 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. 3. Capacity Building 3.1 There is a need to 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 schools 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 Enhancement training for guidance counselors on Career Preparation and Counseling should also be conducted. In this way, the guidance counselor would have the necessary knowledge and capacity to advise SHS students on proper career preparation. Executive Summary 20

21 4. Linkages 4.1 Multi-stakeholder partnerships between the academe, the industries, and national and local government institutions should be encouraged and promoted. Building strong linkages provides access to accredited Technical Vocational Educational Training Institutions (TVET) trainers, equipment and facilities, workshops, training, and seminars, resource materials, etc. At the same time, the partnerships can help mobilize financial and other related resources needed to sustain SHS Program implementation. Moreover, requirements for learner assessment and qualifications can be addressed through the partnerships fostered. 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 handin-hand with TESDA helps spell out the requirements for career pathway qualifications to improve the chances of SHS graduates in getting jobs. 4.2 There is a need to come up with innovative partnerships with LGUs and other related government or private agencies that would help subsidize transportation costs, rent fees, testing fees, and uniform and paraphernalia. 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 the DepEd, CHED and other HEIs, and TESDA should work together 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 (such as modules for 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 Best practices of SHS model schools with respect to curriculum development should be adopted. 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. Executive Summary 21

22 5.4 Technical-Vocational skills alignment should be subject to labor market priorities and not driven by supply. Schools might overlook the importance of checking whether TechVoc programs could address the labor requirements of the community and simply ensure that the graduates could contribute to the local economy. As such, schools may be producing skilled graduates but there may not be enough business enterprises to employ them in within the community. This may result in underemployment and school-industry mismatch, which may lead to manpower displacement and migration of graduates for employment in other communities. 5.5 SHS students should be given more exposure to hands-on learning activities to facilitate skills development and application of knowledge, attitude, skills, and values (KASVs). 5.6 School-community partnerships should be considered as a viable option for SHS Program implementation. This means that SHS can be implemented through flexible delivery options such as OHSP, particularly by tapping community resources. For instance, Doña Montserrat Lopez Memorial NHS explained that a SHS student taking Shielded Metal Arc Welding NC I can use in his project a neighbor s welding machine, and the teacher can then evaluate the project completed. On the other hand, Sum-ag NHS is contemplating on establishing partnerships with other barangays where their SHS students from distant areas can do farming practicum. And in Palo National High School, the school partnered with the provincial government for the provision of financial and technical assistance to SHS students and to provide funding support for the SHS faculty. 5.7 Given that many SHS students will need to spend time contributing to their families, priority flexible learning opportunities through self-instructional materials are encouraged. Students could study auxiliary subject matter via self-instructional modules and only report to school periodically for practical activities (e.g., laboratory work in science), skills training and completion of assessment tasks. This would reduce the strain on SHS classroom-based facilities. Experiences of these SHS model schools that also integrated its OHSP into their SHS Program should be carefully studied for possible replication and upscaling. 5.8 Students should be given 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. Executive Summary 22

23 5.10 The formation of Technical Working Groups (TWGs) and the conduct of consultations should be sustained because these provide guidance and areas for cooperation in sustaining SHS Program implementation 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 readiness values and attitudes since these are priority requirements of business and industries. The importance of these soft work readiness skills should be highlighted in the curriculum Limit the TLE programs for Grades 7 to 10 from TLE programs to two specialized programs by the end of Junior HS and two to three specializations for SHS students. 6. SHS Program Management 6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program lies in the political will of the school principal to implement education reforms. But the school policies (i.e., Basic Education Sector Reform Agenda or BESRA) are not truly decentralized to allow the schools to have some flexibility in conducting regular classes for SHS (e.g., ADM application such as Open High School Program). Also, the practice of reshuffling school principals is not necessary if the school head is performing well. 6.2 It is recommended that monitoring of SHS be done by the Schools Division so that they would know what s happening in SHS modeling; however, they currently have no specialized staff to do it. 6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy 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 If possible, there should be at least one SHS model school per province or one high school offering the SHS program in every municipality. Executive Summary 23

24 INTRODUCTION The Philippine Department of Education (DepEd) is currently undertaking a series of major reforms anchored on the implementation of a new K-12 system as it seeks to improve basic education outcomes for Filipino children and achieve its national Education for All commitments. The new K-12 Basic Education Program 2 (Figure 1) involves the introduction of a new 12-year basic education curriculum, plus a year of mandatory kindergarten, benchmarked on international standards 3. The 12-year curriculum includes six years of elementary education (Grades 1 to 6), four years of junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12) marked with multiple pathways and elective subjects supported by a comprehensive career guidance program. 4 Figure 1: DepEd s Enhanced Basic Education Program Source: Department of Education, February The Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May The Philippines, prior to the K-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 Education K-12 Reform Agenda Introduction 24

25 With the addition of the multifaceted curriculum to be offered in senior high school, graduates are expected to holistically develop and possess these 21 st century skills: 1. Information, media and technology skills visual and information literacies; media literacy; basic, scientific, economic, and technological literacies; and multicultural literacy and global awareness 2. Learning and innovation skills creativity and curiosity; critical thinking, problem solving and risk-taking; adaptability, managing complexity and self-direction; and higher order thinking and sound reasoning 3. Effective communication skills teaming, collaboration and interpersonal skills; personal, social and civic responsibility; and interactive communication 4. Life and career skills flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility A K to 12 graduate (Figure 2) will be ready to take on higher education or middle level skills development, or enter the world of entrepreneurship or employment. Figure 2: The K to 12 Graduate Source: SEAMEO INNOTECH, 2012 Introduction 25

26 In anticipation of the full implementation of SHS starting June 2016, DepEd has undertaken the Senior High School Modeling Program or SHS Modeling beginning SY The Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling 5 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 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 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; 2. generate actual learning experiences of the different participating/volunteer secondary schools in order to come up with different modalities as vital inputs in the implementation of the SHS; and 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 Introduction 26

27 DepEd identified selected schools to be part of the modeling program based on a set of criteria. Prior to modeling, a school must have the following: 1. an established post-secondary education; 2. a strong school-local industry partnership, e.g., its graduates are prioritized by the neighboring/local industries for employment; 3. available functional workshop laboratories; 4. available qualified teachers; and 5. established linkages with local colleges/higher education institutions for possible recognition of subject units taken in SHS if and when the student chooses to continue academic advancement. Table 1 describes the general profile of the selected SHS model schools. Table 1: General Profile of SHS Model Schools, SY School Type No. of Schools No. of Enrollees Public High Schools General High Schools Technical-Vocational High Schools 14 1,012 Higher Education Institutions (HEIs) Private HEIs 7 5,268 Local University/College 1 Total 30 6,540 Source: Yolanda S. Quijano, 2012 Specializations offered by some of the SHS model schools are enumerated in Table 2. Table 2: SHS Model Schools Specializations Region/Division School Specialization General Public High Schools IV-A Batangas Pinagtongulan National High Coffee Course School IV-A Cavite Sangley Point National High School Security and Peacekeeping VI Bacolod City Bacolod City National High School Call Center VI Negros Occidental Negros Occidental National High Call Center School VI Bacolod City Sum-ag National High School Agricultural VIII Leyte Palo National High School Tourism and Information and Communication Technology X Bukidnon Bukidnon National High School Automotive Food Trade XII Cotabato City Notre Dame Village National High School Electric Wiring Installation Introduction 27

28 Region/Division School Specialization Public TechVoc High Schools III Bulacan Balagtas National Agricultural High Agriculture School IV-A Laguna San Pedro Relocation Center National High School Electronics Automotive Garments Food Technology VI Silay City VII Mandaue Doña Montserrat Lopez Memorial National High School Subangdaku Technical Vocational School Food and Beverage Welding Housekeeping Electricity Welding Garments Commercial Cooking VIII Leyte Merida Vocational School Automotive Service, Metals and Engineering Higher Education Institutions NCR Makati City University of Makati Tech Voc Basic Technology Business Education Call Center / BPO Information Technology Art Education Performing and Broadcast Arts Dance and Sports Citizenship and Leadership Training Allied Health / Caregiving Athletics NCR Caloocan City Manila Central University Optical Laboratory Technician NCR Makati City ADM Consortium Information Technology, Journalism and Medical Technology V Naga City Ateneo de Naga University Information Technology Early Childhood Teacher-Aide Program XI Davao Source: Yolanda S. Quijano, 2012 Philippine Women s College of Davao City Bread and Pastry Production Commercial Cooking Computer Programming Clothing Technology Drafting Technology Entrepreneurship Food and Beverage Service Graphic and Digital Animation Tourism The modeling involved developing a curriculum, designing and organizing a set of appropriate instructional materials, and identifying and using varied teaching and learning strategies all at the school level, based on the needs of its students and the demands of local businesses or industries. Introduction 28

29 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 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. OBJECTIVES OF THE STUDY The monitoring of model senior high schools forms part of SEAMEO INNOTECH s complimentary set of program interventions to support DepEd s need for sustained technical support in operationalizing the new K to 12 Basic Education Program. 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 Specifically, the study aims 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. METHOD OF STUDY The study consisted of the various stages of the SHS Modeling, from pre-implementation to implementation, and including the challenges schools have experienced thus far in relation to modeling (Figure 3). 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 and 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. Objectives of the Study 29

30 Challenges related to policies and implementing guidelines; available resources; level of community support, including LGUs and parents; level of awareness; and community linkages were also examined. 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. Figure 3: Framework of Study 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. Method of Study 30

31 The list of the seven SHS model schools included in the study can be found in Table 3. Table 3: List of SHS Model Schools Included in the Monitoring Study Region/Division School Type of School IV-A Laguna San Pedro Relocation Center NHS Public TechVoc HS IV-A Cavite City Sangley Point NHS General Public HS VI Bacolod City Bacolod City NHS General Public HS Vi Bacolod City Sum-ag NHS General Public HS VI Silay City Doña Montserrat Lopez Memorial Public TechVoc HS National High School VIII Palo Palo National High School General Public HS VIII Leyte Merida Vocational School Public TechVoc HS THE SHS CURRICULUM While the SHS Modeling program allows the model schools to innovate and develop their own curriculum, DepEd had proposed a senior high school curriculum when the program started in The proposed curriculum consisted of the following: a) core subjects spanning seven learning areas, namely, language, literature, mathematics, philosophy, natural sciences, social sciences, and the national service training program (NSTP); and b) career pathways subjects which cover the areas of entrepreneurship or business, technical-vocational, humanities (i.e., sports, arts, music, languages, journalism), and science, technology and engineering (Table 4). Table 4: Proposed SHS Curriculum (2012) Learning Areas Subjects Grade 11 Grade 12 Total 1 st Sem 2 nd Sem 1 st Sem 2 nd Sem Hours Core Curriculum Language English or Filipino or other Literature Philippine and World Literature 54 Mathematics Mathematics Philosophy Philosophy Natural Sciences Life/Physical Sciences Social Sciences Contemporary Issues NSTP Community Service Career Pathways, including immersion or practicum - entrepreneurship or business; - technical-vocational; - humanities (sports, arts, music, languages, journalism); - science, technology and engineering Total Hours ,674 Hours/Day Source: Yolanda S. Quijano, 2012 The SHS Curriculum 31

32 DepEd has since then modified the proposed SHS curriculum. As of February 2014, the revised senior high school curriculum consists of the following: a) core subjects covering eight learning areas, namely, language, humanities, communication, mathematics, philosophy, science, social science, and P.E. and health; and b) track subjects encompassing the areas of academic, technical-vocational-livelihood, sports, and arts and design (Figure 4). Figure 4: Revised Senior High School Curriculum (2014) Source: Department of Education, February 2014 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. The SHS Curriculum 32

33 Figure 5: SHS Core and Track Subjects Source: Department of Education, February 2014 CORE SUBJECTS The 15 core subjects are spread among the eight learning areas. Language takes up four subjects, humanities has two subjects, communication consists of only one subject, mathematics, science, and social science cover two subjects each, while philosophy and PE and health have one subject each. All 15 subjects will be taken up by SHS students regardless of the track they opt to take. Table 5 lists in details the 15 core subjects. The SHS Curriculum 33

34 Language Table 5: SHS Core Subjects CORE SUBJECTS 1. Oral Communication 2. Reading and Writing 3. Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 4. Pagbasa at Pagsusuri ng Iba t-ibang Teksto Tungo sa Pananaliksik st Century Literature from the Philippines and the World 6. Contemporary Music and Visual Arts Hours per semester Humanities Communication 7. Media and Information Literacy 80 Mathematics 8. General Mathematics 9. Statistics and Probability Science 10. Earth and Life Science (Lecture and Laboratory)* 11. Physical Science (Lecture and Laboratory)* Social Science 12. Personal Development 13. Understanding Society, Politics and Culture Philosophy 14. Introduction to Philosophy of the Human Person 80 PE and Health 15. Physical Education and Health 80 CORE Total Number of Hours 1,200 TRACK Total Number of Hours 1,280 Total Number of Hours (CORE + TRACK) 2,480 Total Hours / Number of School Days in SHS (400) 6.2 hours/day *Students in the STEM Strand will take Disaster Readiness and Risk Reduction and Earth Science instead of these subjects Source: Department of Education, February TRACK SUBJECTS Track subjects comprise seven common track subjects and nine specialization or specialized track subjects. Similar to the core subjects, the common track subjects will be taken up by all SHS students regardless of their track. However, the common track subjects are contextualized as appropriate to specific tracks. All strands under the Academic Track (i.e., ABM, Liberal Arts or General Academic, HESS/HUMMS, and STEM) have the same list of common track subjects. On the other hand, the Technical- Vocational-Livelihood, Sports, and Arts and Design Tracks share the same list of common track subjects. Table 6 contains the list of common subjects for all tracks. The SHS Curriculum 34

35 Table 6: Common Track Subjects Contextualized Track Subjects Academic Track Technical-Vocational-Livelihood / Sports / Arts and Design Tracks 1. English for Academic and Professional 1. English for Academic and Professional Purposes Purposes 2. Research 1: Qualitative Research in Daily 2. Research 1: Qualitative Research in Daily Life Life 3. Research 2: Quantitative Research in Daily 3. Research 2: Quantitative Research in Daily Life Life 4. Pagsulat sa Filipino sa Piling Larangan 4. Pagsulat sa Filipino sa Piling Larangan (Akademik) (Isports, Sining at TechVoc) 5. Empowerment Technologies (E-Tech): ICT 5. Empowerment Technologies (E-Tech): ICT for for Professional Tracks Professional 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 illutrated in the following sections. Academic Track The Academic Track includes four strands: accountancy, business, management (ABM); liberal arts (General Academic); humanities, education, social sciences (HESS/HUMMS); and science, technology, engineering, mathematics (STEM). The specialized track subjects under this track differ depending on the strand. These are detailed in Tables Table 7: Specialized Track Subjects (Academic Track - ABM Strand) 8. ABM Strand 1 Applied Economics 9. ABM Strand 2 Business Ethics and Social Responsibility 10. ABM Strand 3 Fundamentals of Accountancy, Business and Management ABM Strand 4 Fundamentals of Accountancy, Business and Management ABM Strand 5 Business Math 13. ABM Strand 6 Business Finance 14. ABM Strand 7 Organization and Management 15. ABM Strand 8 Principles of Marketing 16. ABM Strand 9 Work Immersion/Research/Career Advocacy i.e., Business Enterprise Simulation Each subject will have 80 hours per semester Source: Department of Education, February 2014 The SHS Curriculum 35

36 Table 8: Specialized Track Subjects (Academic Track - General Academic Strand) 8. Liberal Arts Strand 1 Humanities 1 9. Liberal Arts Strand 2 Humanities Liberal Arts Strand 3 Social Science Liberal Arts Strand 4 Applied Economics 12. Liberal Arts Strand 5 Organization and Management 13. Liberal Arts Strand 6 Disaster Readiness and Risk Reduction 14. Liberal Arts Strand 7 Elective (from any Track/Strand) 15. Liberal Arts Strand 8 Elective (from any Track/Strand) 16. Liberal Arts Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester Source: Department of Education, February 2014 Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*) 8. HUMMS Strand 1 Creative Writing 9. HUMMS Strand 2 Creative Non-Fiction: The Literary Essay 10. HUMMS Strand 3 World Religions and Belief Systems 11. HUMMS Strand 4 Megatrends and Critical Thinking in the 21 st Century Culture 12. HUMMS Strand 5 Philippine Politics and Governance 13. HUMMS Strand 6 Community Involvement and Social Issues 14. HUMMS Strand 7 Introducing the Social Sciences (Anthropology, Economics, History, Psychology, Sociology, Political Science) 15. HUMMS Strand 8 Introducing the Applied Sciences (Communication, Journalism, Guidance and Counselling, Social Work) 16. HUMMS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester *For finalization Source: Department of Education, February 2014 Table 10: Specialized Track Subjects (Academic Track - STEM Strand) 8. STEM Strand 1 Pre-Calculus 9. STEM Strand 2 Basic Calculus 10. STEM Strand 3 General Biology STEM Strand 4 General Biology STEM Strand 5 General Physics STEM Strand 6 General Physics STEM Strand 7 General Chemistry STEM Strand 8 General Chemistry STEM Strand 9 Each subject will have 80 hours per semester Source: Department of Education, February 2014 The SHS Curriculum 36

37 Technical-Vocational-Livelihood Track The Technical-Vocational-Livelihood (TVL) Track has four mini-courses: home economics (HE), information and communications technology (ICT), agri-fishery arts, and industrial arts. Each mini-course has sub-specialization subjects that are based on the TESDA training regulations (Table 11). Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood Track*) TVL Track Subjects TESDA Training Regulations-Based Specializations Subjects Example HE ICT Agri-Fishery Arts Industrial Arts 8. TechVoc Track 1 Beauty Care/ Hairdressing Cable TV Installation Rice Machinery Operation Automotive Servicing 9. TechVoc Track 2 Nail Care Bread and Pastry Production Visual Graphic Design Landscape Installation and Maintenance Refrigeration and Air conditioning 10. TechVoc Track 3 Tailoring Animation Organic Agriculture Production Carpentry 11. TechVoc Track 4 Tour Guiding Services Medical/Judicia l Transcription Rubber Production Consumer Electronics Servicing 12. TechVoc Track 5 Travel Services Horticulture Electrical Installation and Maintenance 13. TechVoc Track 6 Hairdressing Caregiving Animal Plumbing Production 14. TechVoc Track 7 Food and Beverage Services Aquaculture Shielded Metal- Arc Welding 15. TechVoc Track 8 Housekeeping Food Processing Masonry 16. TechVoc Track 9 Attractions and Crop Production Theme Parks Tourism Handicraft: Fashion Accessories Handicraft: Paper Craft Handicraft: Woodcraft Handicraft: Leathercraft Each subject will have 80 hours per semester *For Finalization Source: Department of Education, February 2014 The SHS Curriculum 37

38 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. Table 12: Specialized Track Subjects (Sports Track) 8. Sports Track 1 Safety and First Aid 9. Sports Track 2 Understanding Human Movement 10. Sports Track 3 Fundamentals of Coaching 11. Sports Track 4 Sports Officiating and Activity Management 12. Sports Track 5 Fitness, Sports and Recreation Leadership 13. Sports Track 6 Psychosocial Aspects of Sports and Exercise 14. Sports Track 7 Fitness Testing and Exercise Prescription 15. Sports Track 8 Practicum (In-Campus) 16. Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity Each subject will have 80 hours per semester Source: Department of Education, February 2014 Arts and Design Track The specialized track subjects for Arts and Design Track are listed in Table 13. Table 13: Specialized Track Subjects (Arts and Design Track) 8. Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production 9. Arts Track 2 Creative Industries II: Performing Arts 10. Arts Track 3 Physical and Personal Development in the Arts 11. Arts Track 4 Developing Filipino Identity in the Arts 12. Arts Track 5 Integrating the Elements and Principles of Organization in the Arts 13. Arts Track 6 Leadership and Management in Different Arts Fields 14. Arts Track 7 Apprenticeship and Exploration of Different Arts Fields 15. Arts Track 8 Apprenticeship and Exploration of Different Arts Fields 16. Arts Track 9 Exhibit for Arts Production (Media Arts, Visual Arts and Literary Arts)/ Performing Arts Production (Music, Dance, Theater) Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours (i.e., 80 hours + 80 hours) Source: Department of Education, February 2014 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. The SHS Curriculum 38

39 Table 14: Summary of Revised SHS Curriculum (2014) Core Subjects Grade 11 Grade 12 Total 1 st Sem 2 nd Sem 1 st Sem 2 nd Sem Language Oral Communication/ Reading and Writing Talastasang Filipino sa Lipunang Pilipino/ Pagbasa, Pagsulat, Pananaliksik sa Wika at Kulturang Filipino Humanities 21 st Century Literature from the Philippines and the World Philippine Music and Arts Communication Media and Information Literacy Mathematics General Math/ Statistics and Probability Science Life Sciences Lecture and Laboratory Physical Sciences Lecture and Laboratory Social Science Personal Development/ Understanding Society and Culture Philosophy Intro to Philosophy of the Human Person PE and Health Physical Education and Health CORE Total Number of Hours ,360 TRACK Total Number of Hours ,280 Total Number of Hours (CORE + TRACK) ,640 Total Hours (CORE + TRACK) divided by Number of School Days in a Semester (100) = hours/day Source: Department of Education, February 2014 The SHS Curriculum 39

40 GENERAL TRENDS The following are the general findings based on the interviews conducted in the seven SHS model schools and the survey results conducted by SEAMEO INNOTECH. Name of School 1. San Pedro Relocation Center NHS 2. Sangley Point NHS 3. Bacolod City NHS Division Laguna Cavite City Bacolod City 4. Sum-ag NHS Bacolod City 5. Doña Montserrat Lopez Memorial National High School 6. Palo National High School 7. Merida Vocational School Total Enrollees Silay City Palo Leyte Table 15: List of Selected Model SHS Type of School Public TechVoc HS General Public HS General Public HS General Public HS Public TechVoc HS General Public HS Public TechVoc HS Source: SEAMEO INNOTECH RSU Survey on ADM, 2013 Specialization Electronics, Automotive, Garments, Food Technology Security and Peacekeeping Enrollees (SY ) Male Female Total Call Center Agricultural Electricity, Shielded Metal Arc Welding (SMAW), Housekeeping, Food and Beverage Service Tourism, Information and Communication Technology Automotive Service, Metals and Engineering A. PRE-IMPLEMENTATION EXPERIENCES The pre-implementation stage is one of the most crucial stages of SHS Modeling. This stage allows for schools to hold consultations with key stakeholders to determine their specialization, develop their curriculum, and determine the human resource and certification requirements needed to fully implement SHS Modeling. General Trends 40

41 1. 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 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, percent or five out of seven respondents said that most of the students are overaged students (see Figures 6, 7, and 8). Figure 6: SHS with Indigent/Very Poor Students General Trends 41

42 Figure 7: SHS with Working Students Figure 8: SHS with Overaged Students 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 National High School 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. General Trends 42

43 On the other hand, other TechVoc Schools, such as San Pedro Relocation Center NHS in Laguna, Doña Montserrat Lopez Memorial NHS in Negros Occidental, and Merida Vocational School in Leyte, wanted to test their capacities and competencies as TechVoc schools in engaging in SHS Modeling. 2. 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. LGUs were seen by the schools as their links to the industry partners. On the other hand, they sought advice from the 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. Because of their various specialization offerings, Doña Montserrat Lopez Memorial NHS established partnerships with different industries including Hawaiian Philippine Company, Mel Ken Restaurant, Baldevia Pension House, Sunburst Bay Resort, and Royal Am Rei Hotel. 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. General Trends 43

44 3. Curriculum Development As provided under Item Number 4 of DepEd Order (DO) No. 36 series of 2012, the model schools are given the flexibility to innovate and develop their own curriculum based on the needs of students and demands of the local industries 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 the Department of Education (DepEd), the Commission on Higher Education (CHED) and other Higher Education Institutions (HEIs), they align the academic curriculum with the General Education Subjects in college to prepare the SH 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. Additional subjects were determined based on their relevance to specializations. For instance, Sangley Point NHS included Political Science to their academic curriculum because they saw it as being relevant to their specialization on Security Service. As for Sangley Point NHS, they likewise added Taekwondo and Gun Safety and Firing as additional subjects to enhance the students knowledge and skills and build their confidence in security service. In the survey conducted by RSU, only 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, percent or six out of seven respondents mentioned that they had a TechVoc program track. Only percent or one out of seven respondents said that its program was under Others (Bacolod NHS which offered call center services) (see Figure 9). General Trends 44

45 Figure 9: SHS Program Track 4. 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. 5. Certifications Based on the RSU survey on ADM, percent or five out of seven respondents said that they offered certificate of competencies, percent or six out of seven respondents mentioned that they offered national certification provided by TESDA, and percent or five out of seven respondents indicated that they provide SH graduates with a high school diploma. Only percent or one out of seven respondents (i.e., General Trends 45

46 Doña Montserrat Lopez Memorial NHS) said that they gave an OJT certification and a certificate of training. 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. B. IMPLEMENTATION EXPERIENCES 1. Inputs a. Human resources Different SH Model Schools have different human resource requirements depending on their program strategies. With respect to SHS teachers, the schools usually employ those who have Master s degree or units. While some schools employ SHS teachers from their own faculty roster, other schools tap teachers from Higher Learning Institutions (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 Philippine National Police (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. b. Funding and facilities 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. 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 Operating Expenses (MOOE) or not. Some SHS schools do not General Trends 46

47 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 doubled the use of its computer laboratory as the classroom for SH students. 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 either of some government officials, LGUs, or 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. c. Curriculum The SHS model schools implement a curriculum that they developed in consultation with the DepEd, the 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 General Trends 47

48 Palo NHS as their specialization, and Merida Vocational School offers automotive service and metals and engineering as their career pathway. d. Learning modules As of SY , no instructional materials had been developed by the DepEd for SHS Modeling. To compensate, the SHS model schools use the following learning materials: printed modules or digitized resources used by percent or five out of six respondents printed text or workbooks used by percent or four out of six respondents online resources used by 50 percent or three out of six respondents See Figure 10 for the summary. Figure 10: Learning Materials Used in SHS 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. General Trends 48

49 e. 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; 2) DepEd Order (DO) No. 71 series of 2012 entitled, ADDITIONAL INFORMATION TO AND CHANGES IN DEPED ORDER NO. 36, S. 2021; and 3) 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 and industries. In the case of San Pedro Relocation Center National High School, they make use of DepEd Order (DO) No. 48 series of 2007 to be able to hire contractual teachers to help mitigate the lack of teachers. DO 48 series of 2007 authorizes TechVoc principals to hire contractual teachers. 2. Processes a. 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 , 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 school also encourages parents to support the students whenever possible. General Trends 49

50 b. Teaching methodologies The SHS model schools applied various learning strategies and approaches depending on their preferences. For instance, 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, 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). Figure 11: Teaching-Learning Strategies Used in SHS c. 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, or four out of seven respondents mentioned that they use either portfolio or self-assessment in assessing the SHS students (see Figure 12). General Trends 50

51 Figure 12: Type of Student Assessment Used in SHS Doña Montserrat Lopez Memorial NHS clarified that they apply skills test and demonstration in assessing their SHS students. 3. Output a. Innovations 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: 1) Establishing strong and sustained partnerships with LGUs, industries, and HEIs to help provide the needed assistance for the Program. 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. 3) The SHS students were screened through qualification tests, scholastic grades, and interviews. 4) The school is accessible to indigent students since it strictly implements a zero collection policy. General Trends 51

52 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. 6) Use of real life scenarios, skill-oriented learning and treatment of students as adults motivate and challenge students to do well in school. 7) The school designated a teacher as industry coordinator, who had been in the industry for a long time. This facilitates the OJT of the students. Other functions include contracting on OJT terms, providing for mobility/transportation of OJTs, scheduling assessment and monitoring of OJTs. 8) SHS Teachers 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 principals to hire contractual teachers. Fortunately, the DBM approved the budget for contractual teachers. 11) The provision of laboratory access to SHS students by the Public Employment Service Office (PESO) augments the SHS model schools resource limitations. b. Student tracking The SHS model schools are yet to develop a system of tracking since all of their SHS students are only in Grade Challenges and Potentials a. Guidelines/Policies One of the challenges raised with respect to guidelines in the hiring of teachers is the continued implementation of the Localization Law, which prevents schools from hiring qualified teachers. In the case of SHS model schools that offer call center service as specialization, call centers do not allow OJT for prospective call center agents and technical support staff. Instead, they only provide trainings for personnel that they have initially screened for hiring. General Trends 52

53 Another challenge in terms of guidelines is that in some SHS model schools, Grade 11 students are not required to join extracurricular activities. One area of potential or opportunity related to policy is DepEd Order (DO) No. 48 series of 2007 which authorizes TechVoc principals to hire contractual teachers. Another area of potential or opportunity is the recently signed Republic Act (RA) No or the Enhanced Basic Education Act or Section 8 of RA provides that the DepEd and private educational institutions (PEIs) may hire graduates of degree courses with shortages in qualified Licensure Examination for Teachers (LET) to teach in their specialized subjects. DepEd and PEIs may likewise hire graduates of technicalvocational courses to teach in specialized subjects provided that these graduates possess the necessary certification issued by the TESDA. Faculty of HEIs may also be allowed to teach in their general education or subject specialties provided that they are holders of relevant Bachelor s degrees. In addition, the DepEd and PEIs may hire practitioners with expertise in their specialized learning areas. b. Resources Many challenges and concerns raised by the SHS model schools were related to resources. These resource challenges and concerns include the following: 1) TESDA examination fee for National Certification (e.g., PhP 550 examination fee per student, uniforms and other paraphernalia required by TESDA in the case of NC exam for security services as noted by Sangley Point NHS) 2) Transportation cost of students who are undergoing their OJT programs 3) Accommodation expenses of students who need to stay near their workplaces for their OJT programs 4) Cost of insurance premium for SHS students who are undergoing their OJT programs 5) Some of the SHS students do not have their own classroom. 6) In some SHS model schools, there is insufficient number of computer units for SHS students. 7) Since SHS is to be fully implemented only starting in 2016, some of the SHS model schools have no budgetary allocation from its MOOE for SHS Modeling. This situation forces the teachers to personally pay for some of the students requirements for the SHS Program. General Trends 53

54 c. 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, and advocacy and promotion. While the SHS model schools are able to access such support from LGUs, they are constrained under COA regulations to purchase equipment/gadgets with a value not exceeding PhP 10,000. d. Parental support Parents, based on the findings of the study, may help address students concerns, help motivate students, provide financial support, and assist in advocacy and promotion of the SHS Modeling Program. The study also shows that prior to K to 12 orientation, most parents were reluctant to support the SHS Program. But after being oriented, most parents of the SHS students no longer objected or opposed SHS Modeling because it has been clearly explained to them that studying under SHS Modeling is for free, that their children may be able to go to work already after finishing SHS and after passing the required certification from TESDA, and that the academic subjects of the children may be credited in college. e. Awareness Since the SHS Modeling Program employs a stakeholder approach in its implementation, awareness building and promotion of the Program may be done in a collaborative way among the school, the LGUs, the industry partners, the HEIs, the parents, and the students. f. Linkages One of the challenges with respect to linkages was on the possible mismatch between specialization and labor demand, particularly noting agriculture or crop production as a specialization. Sum-ag NHS explained that with their consultations with HEIs and industry groups, they do not see much potential in crop production in helping SHS students obtain jobs. They said that agriculture in their area seems to be declining in terms of importance and job demand. On the other hand, there is a lot of potential in fostering linkages between SHS model schools and industries especially if the partnerships end up as being mutually beneficial for them. General Trends 54

55 C. RECOMMENDATIONS (MOVING TOWARDS K-12 IMPLEMENTATION) Based on the findings of the study, the following are the key recommendations: 1. Guidelines/Policies 1.1 San Pedro Relocation Center NHS recommended amending the Localization Law in the hiring of teachers so SHS model schools will be able to hire qualified teachers. Section 1 of Republic Act (RA) No or the Localization Act 0f 1996 entitled, AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR CITY WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF CLASSROOM PUBLIC SCHOOL TEACHERS provides that, In the appointment or assignment of teachers to public elementary and secondary schools, priority shall be given to bona fide residents of the barangay, municipality, city or province where the school is located: Provided, That the teacher possesses all the minimum qualifications for the position as required by law. The DepEd has so far amended the Implementing Rules and Regulations (IRR) of the Localization Law under DepEd Order (DO) No. 3 series of 2013 entitled AMENDED IMPLEMENTING RULES AND REGULATIONS (IRR) OR REPUBLIC ACT NO DO 3 of 2013 provides that, In the appointment or assignment of teachers to public schools and other learning centers with vacant teaching positions, priority shall be given to bona fide residents of the barangay, municipality, city or province where the school is located, in no particular order. Provided, that the teacher possesses all the qualifications for the position as required by law and DepEd Orders. Provided, further, that among the bona fide residents of the barangay, municipality, city or province where the school or learning center is located, the most qualified shall be given priority. 1.2 It is recommended that regional/division ranking of teachers be done based on time requested by the school. The Professional Regulations Committee (PRC) should provide temporary assignment of new graduates of science, mathematics, technology and engineering courses who are qualified to teach in SHS since they have the new/latest technology inputs. The need for a policy on hiring teachers for provisional appointment was identified. However, for those teaching in TLE, the NC qualification and industry experience should be highlighted. Industry experts and university professors should be allowed to teach part-time in SHS. 1.3 It is recommended that the designation or hiring of industry coordinators for SHS model schools be institutionalized. Industry coordinators can help significantly in coordinating with existing industry partners and in tapping additional industry partners. They can also assist the students in the preparation and conduct of their OJTs, particularly in contracting on OJT terms, providing for mobility/transportation of OJTs, scheduling of assessment and monitoring of OJTs. Based on the interviews, industry coordinators usually come from and have a long professional experience with industries. If there is a teacher or guidance General Trends 55

56 counselor in the school that also has broad industry experience, he/she may be designated as an Industry Coordinator. If there is none, the school should hire an Industry Coordinator on a full-time basis to sustain building industry partnerships and ensuring that SHS students are able to undergo OJTs. The proposal is still relevant even with the passage of RA or the Enhanced Basic Education Act given that most of the schools that will implement the SHS Program may not have any background on the industries and the labor market. 1.4 It is suggested that senior high schools adopt the following considerations in selecting specialized TechVoc programs: Availability of basic technical facility and resources needed to teach and train students; Availability of instructors-trainers who have the necessary competencies, education and training to teach the technology; Integration of a strong career guidance program to guide the students in selecting their preferred specialized track/electives; Availability of funds for the operating expenses of the school and supplemental funds particularly for TechVoc high schools; Enhancement of the job or trade to attract students to consider it as their career; and Identification of one or two jobs that can be readily offered by the schools as a pilot program/course. 1.5 It is suggested that conflicts in policy issues be addressed. While the Civil Service Commission (CSC) rules that students should be in school for eight hours, SHS students are required to have two hours of paper work/ojt outside of their schools. This seems to violate the CSC rule. Policies which can be addressed by the Legal Office of DepEd were already brought up to the Regional/Division Offices. However, as of date, a resolution is yet to be taken by school authorities. 2. Sources of Funds 2.1 Sufficient budgetary support for the provision of additional classrooms, training facilities for hands-on activities and equipment such as LCD projectors and laptops, and learning materials of the SHS students should be made available. This can be done by increasing the allocated funds from Maintenance and Other Operating Expenses (MOOE), providing TechVoc Funds which is usually at PhP 1 million per school, or requesting for financial or in kind support from Local Government Units (LGUs) or the business sector. 2.2 It is recommended that 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. General Trends 56

57 2.3 It is further recommended that GAA funds disbursement be released directly to schools and not through several channels. 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 study revealed that schools actually need 1.5 million per year for the assessment but as of the moment, no funding support is being provided by the DepEd Central Office. The schools are paying for the assessment fees using their available funds. 3. Capacity Building 3.1 There is a need to provide skills training to build the capacities of SHS teachers. These 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 schools 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 Enhancement training for guidance counselors on Career Preparation and Counseling should also be conducted. In this way, the guidance counselor would have the necessary knowledge and capacity to advise SHS students on proper career preparation. 4. Linkages 4.1 Multi-stakeholder partnerships between the academe, the industries, and national and local government institutions should be encouraged and promoted. Building strong linkages provides access to accredited Technical Vocational Educational Training Institutions (TVET) trainers, equipment and facilities, workshops, training, and seminars, resource materials, etc. At the same time, the partnerships can help mobilize financial and other related resources needed to sustain SHS Program implementation. Moreover, requirements for learner assessment and qualifications can be addressed through the partnerships fostered. 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 at least be 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. 4.2 There is a need to come up with innovative partnerships with LGUs and other related government or private agencies that would help subsidize transportation costs, rent fees, testing fees, and uniform and paraphernalia. General Trends 57

58 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 the DepEd, CHED and other HEIs, and TESDA should work together 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 (such as modules for 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 Best practices of SHS model schools with respect to curriculum development should be adopted. 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. 5.4 Technical-vocational skills alignment should be subject to labor market priorities and not driven by supply. Schools might overlook the importance of checking whether TechVoc programs could address the labor requirements of the community and simply ensure that the graduates could contribute to the local economy. As such, schools may be producing skilled graduates but there may not be enough business enterprises to employ in them within the community. This may result in underemployment and school-industry mismatch, which may lead to manpower displacement and migration of graduates for employment in other communities SHS students should be given more exposure to hands-on learning activities to facilitate skills development and application of knowledge, attitude, skills, and values (KASVs). 5.6 School-community partnerships should be considered as a viable option for SHS Program implementation. This means that SHS can be implemented through flexible delivery options such as OHSP, particularly by tapping community resources. For instance, Doña Montserrat Lopez Memorial National High School 6 Yolanda C. De Las Alas Documentation of Implementation Experience in the Establishment of a Responsive Senior High School Program under the K to 12 Education Framework. General Trends 58

59 explained that a SHS student taking Shielded Metal Arc Welding NC I can use in his project a neighbor s welding machine, and the teacher can then evaluate the project completed. On the other hand, Sum-ag NHS is contemplating on establishing partnerships with other barangays where their SHS students from distant areas can do farming practicum. And in Palo National High School, the school partnered with the provincial government for the provision of financial and technical assistance for students and to provide funding support for the SHS faculty. 5.7 Given that many SHS students will need to spend time contributing to their families, priority flexible learning opportunities through self-instructional materials is encouraged. Students could study auxiliary subject matter via selfinstructional modules and only report to school periodically for practical activities (e.g., laboratory work in science), skills training and completion of assessment tasks. This would reduce the strain on SHS classroom-based facilities. Experiences of these SHS model schools that also integrated its OHSP into their SHS Program should be carefully studied for possible replication and upscaling. 5.8 Students should be given 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 The formation of Technical Working Groups (TWGs) and the conduct of consultations should be sustained because these provide guidance and areas for cooperation in sustaining SHS Program implementation 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 readiness values and attitudes since these are priority requirements of business and industries. The importance of these soft work readiness skills should be highlighted in the curriculum Limit the TLE programs for Grades 7 to 10 from TLE programs to two specialized programs by the end of Junior HS and two to three specializations for SHS students. General Trends 59

60 6. SHS Program Management 6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program lies on the political will of the school principal to implement education reforms. But the school policies (i.e., Basic Education Sector Reform Agenda or BESRA) are not truly decentralized to allow the schools to have some flexibility in conducting regular classes for SHS (e.g., ADM application such as Open High School Program). Also, the practice of reshuffling school principals is not necessary if the school head is performing well. 6.2 It is recommended that monitoring of SHS be done by the Schools Division so that they would know what s happening in SHS modeling; however, they currently have no specialized staff to do it. 6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy 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 If possible, there should be at least one SHS model school per province or one high school offering the SHS program in every municipality. General Trends 60

61 PROFILES OF MODEL SENIOR HIGH SCHOOLS A. SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL Background San Pedro Relocation Center National High School (SPRCNHS) is a public technicalvocational high school located in San Pedro, Laguna, that offers electronics, automotive, garments, and food technology as specialization or career pathways for their SHS Modeling Program. It started as a general high school for relocated low-income families before it became one of the APEX (Applied Academics for Excellence) pioneering schools in the country. As an APEX school, it was recognized as one of the 282 technicalvocational schools in the country that implements the Strengthened TechVoc Education Program (STVEP) And now, it is one of the Senior High School model schools. They have 544 SHS students, including 295 male students and 249 female students as of SY Pre-implementation Prior to the implementation of the program, the students and teachers were oriented on the K-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-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, but 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), thus the school can not reject students for choosing their own course. 1. Curriculum SPRCNHS designed its own SHS curriculum in consultation with business and industries as the end users of the program. This practice started way back when it was developing project APEX for Laguna. The core curriculum plus technical and entrepreneurship were developed by the Technical Working Group on Curriculum Planning. The curriculum was designed in such a way that after finishing Grade 12, students would be able to go to third year in college. Thus, all general education subjects of the four partner colleges plus OJT in industry of the area of specialization of the learners comprise the content of the SHS curriculum. Some SHS students even claim that they are ahead of their batchmates who are in college in terms of learning. Profiles of Model Senior High Schools 61

62 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 the SHS, Grade 11 students in SPRCNHS take 34 units of academic subjects for 43 hours in the first semester and 32 units of academic subjects for 41 hours in the second semester. As a basic industry requirement, 300 hours of OJT have to be rendered by the students and to be finished within second semester in Grade 11 and second semester in Grade 12 (see Tables 16 and 17). Table 16: Curriculum for Senior High School, SY Grade 11, First Semester Course Code Descriptive Title Unit Hours/Week English 101 Oral/Speech Communication 3 3 Filipino 101 Komunikasyon sa Akademikang 3 3 Filipino Math 101 College Algebra 3 3 Natural Science 101 Life/Biological Science 3 3 Contemporary Issues Social Studies PE 101 Gymnastics & Physical Fitness 2 2 Social Science 101 Gen. Psychology with Drug Addiction 3 3 Literature 101 Philippine Literature 3 3 Statistics 101 Business Statistics 3 3 Entrep 101 Entrepreneurial Management 3 3 TechVoc 6 15 Total Units Source: San Pedro Relocation Center National High School, 2013 Profiles of Model Senior High Schools 62

63 Table 17: Curriculum for Senior High School, SY Grade 11, Second Semester Course Code Descriptive Title Unit Hours/Week Prerequisite English 102 Writing in the Discipline 3 3 English 101 Filipino 102 Pagbasa at Pagsulat Tungo sa 3 3 Filipino 101 Pananaliksik Math 102 Plane & Spherical 3 3 Math 101 Trigonometry Environmental Environmental Science 3 3 Science 102 Logic 101 Logic 3 3 Literature 102 World Literature 3 3 Literature 101 Computer 101 Computer Tech w/ MS Office 3 3 Entrep 102 Retail and Advertising 3 3 Entrep 101 Management PE 102 Rhythmic Activities 2 2 TechVoc 6 15 Total Units Source: San Pedro Relocation Center National High School, 2013 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). Table 18: Curriculum for Senior High School, SY Grade 12, First Semester Course Code Descriptive Title Unit Hours/Week Prerequisite English 201 Public Speaking 3 3 English 102 Filipino 201 Retorika (Masining na 3 3 Filipino 102 Pananaliksik) Social Science 201 Introduction to Sociology 3 3 Social Science 101 Physical Science Physical Science Humanities 201 Art, Man & Society 3 3 Philosophy 201 Philosophy of Human Being 3 3 NSTP 1 National Service Training 2 2 Program PE 201 Dual Sports 2 2 TechVoc 6 15 Total Units Source: San Pedro Relocation Center National High School, 2013 Profiles of Model Senior High Schools 63

64 Table 19: Curriculum for Senior High School, SY Grade 12, Second Semester Course Code Descriptive Title Unit Hours/ Prerequisite Week English 202 Technical Writing 3 3 English 103 PhilGov 202 Philippine Politics, Government, & 3 3 Constitution Rizal 101 Life and Works of Rizal 3 3 Social Science 203 Society and Culture w/ Family Planning 3 3 Social Science 102 Economics Economics & Taxation PE 202 Group Sports 2 2 NSTP 2 National Service Training Program 2 2 NSTP 101 TechVoc 6 15 Total Units Source: San Pedro Relocation Center National High School, 2013 Open system or flexible learning is allowed in consideration of those undergoing OJT. For instance, those training for office work only come to class once a week during their dayoff. To be able to catch up, they rely on modules which are given every Saturday and/or Sunday. In other instances, ICT is used to communicate with the teachers and to obtain additional learning materials. 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 8 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 4.8 million to upgrade its electrical requirements. However, welding and electrical technologies would require high cost electric bills for MERALCO 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 Memorandum of Agreement (MOA) was signed by the school, the four Higher Education Institutions (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 Profiles of Model Senior High Schools 64

65 of the MOU with HEIs. But the agreement stipulates that all Grades 11 and 12 units will be credited to HEI programs and NSTP. The MOU also grants the school the authority to use the HEI grading system to avoid problems in accrediting 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. The local government was likewise significantly involved in the K to 12 Program since the mayor became the link between the industry and the school. The mayor has the authority and power to call for a meeting with business and industries to support the SHS program. According to the school principal, in reality the LGUs have more funds than the national government to support education projects. Technical drafting using Auto CAD for Grade 11 is highly in-demand in business and industries. 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 PNB and LBP. 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 Profiles of Model Senior High Schools 65

66 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. The school designated a teacher as industry coordinator, one who had been in the industry for a long time. This facilitates the OJT of the students. The coordinator s functions include contracting on OJT terms, providing for mobility/transportation of OJTs, and scheduling assessment and monitoring of OJTs. 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. 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. SHS Teaching and Learning: 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, skill-oriented learning and treatment of students as adults motivates and challenges students to do well in school. The school sustained quality provision of learning by designating teachers with Master s degree as teachers for SHS. The school hired on a contractual basis 17 teachers who are presently teaching in Polytechnic University of the Philippines (PUP). 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. Profiles of Model Senior High Schools 66

67 The Localization Law in the hiring of teachers prevents the school from hiring the qualified teachers. The school needs additional 42 teacher items but they could not hire technology teachers within the Schools Division. They can hire from other provinces but under the Localization Law, the first priority is to look for its own incumbent employees. There is a great problem in hiring teachers for SHS because the ranking of applicants at the regional/division levels is done only once a year and fresh graduates are not included. The school currently needs 10 new teachers for SHS. Recommendations Based on the interviews conducted, the following are the recommendations to help improve SHS implementation: 1. SHS Faculty: Skills training to upgrade the competencies of SHS teachers should be conducted for one year per area of specialization and the needed equipment should be made available for students; 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. 2. Job Immersion: A mechanism to credit working student s work experience should be provided. This would help spare the working students from being required to undergo OJT on top of their regular job. There should be clear policy guidelines on OJT because not all provinces have business and industry partners. Insurance contract and transportation allowance (i.e., 75% of minimum wage) for OJTs must be provided by industries under a MOA. Dual training system should be adopted by SHS model schools. This would help make academic subjects taught in schools relevant to career pathways. At the same time, it could help enhance the capacities and employability of SHS students by allowing them to undergo industry immersion. Profiles of Model Senior High Schools 67

68 3. SHS Program Management: Application of school-based management (SBM) approach (DepEd Order No. 48) could provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program lies in the political will of the school principal to implement education reforms. But the school policies (i.e., BESRA) are not truly decentralized to allow schools to have some flexibility in conducting regular classes for SHS (e.g., ADM application such as Open High School Program). Also, the practice of reshuffling school principals is not necessary if the school head is performing well. Monitoring of SHS should be done by the Schools Division so that they would know what s 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 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. 4. On SHS Curriculum Development: 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. The TLE programs for Grades 7 to 10 should be limited from TLE programs to two specialized programs by the end of Junior HS and two to three specializations for SHS students. Profiles of Model Senior High Schools 68

69 5. 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 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 SHS students should be trained to become technopreneurs as practiced in Science High Schools where they have to make a feasibility study anchored on their field of specialization. But this is expensive and would require more funding support. Profiles of Model Senior High Schools 69

70 B. SANGLEY POINT NATIONAL HIGH SCHOOL Background Sangley Point National High School (NHS) is a general public high school located in Cavite City, Cavite, that offers security and peacekeeping as specialization or career pathways for their SHS Modeling Program. The school has 34 SHS students, including 27 male students and 7 female students as of SY The school was identified for Senior High School 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 Senior High School Modeling, the school head and teachers conducted a series of meetings with naval officers as well as exploratory talks with the Department of Education (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). Establishment of SHS Modeling in Sangley Point NHS As a result of the series of meetings and exploratory talks conducted, an agreement was reached to form a Technical Working Group (TWG) to help develop the curriculum. The SHS Modeling in Sangley Point NHS was envisioned to be based on the Training Regulations (TR) of TESDA. 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 the TESDA to help provide SHS students with skills on appliance repair. Subsequently, a Memorandum of Agreement (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, in particular, was to provide equipment, facilities, and an instructor. It was also stipulated under the MOA that there would be a need to build the capabilities of the instructor. The school also sought the assistance of a Higher Education Institution (HEI), particularly San Sebastian College of Cavite City. This school helped them obtain consolidated prospects from different universities. Profiles of Model Senior High Schools 70

71 Skills development, SHS teachers, and some observations on SHS students Aside from security service, students under the SHS Program learn PC hardware servicing. They are able to apply this skill in the repair and maintenance of their computers at home. At the same time, they can earn from the use of their skills when they are hired to repair and maintain other computers. 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. Advocacy/promotion of SHS Program To advocate and promote SHS modeling in the school, the school head and teaching staff held meetings with parents and barangay officials and their constituents. In these meetings, two concerns were surfaced: that those students who became interested in the SHS Program and wanted to continue studying did not have the means to enroll into college, and that among these students were children and nephews or nieces of soldiers. In the case of Sangley Point NHS, they offered a course on security services, which the teachers said was comparable with the course on criminology in college. This was in contrast with the specialization of San Sebastian College, which includes mass communications, hotel and restaurant management (HRM), and tourism. Plans to improve SHS implementation To help improve the implementation of its SHS Program, the school plans to administer an entrance exam for the selection of students. This plan is based on the school s observation that some students later backed out from the program because they were not interested in military or security service. On the other hand, they also see the importance of administering TESDA s entrance or assessment exam to help provide TESDA certification in the hope that students will work in security or military service. 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. The 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 Profiles of Model Senior High Schools 71

72 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 only starting in 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 AV room as their classroom. Accenture, a private call center firm 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. Generally, the school is concerned that it is still in its trial-and-error stage or nangangapa pa. They also believe that there should also be linkages with other related educational institutions such as the Commission on Higher Education (CHED). Interview with Students The Grade 11 Senior High School (SHS) students of Sangley Point National High School are taking Security Service as their skills development specialization in preparation for their possible recruitment to the Philippine Navy. Some of them are full-time students while others are part-time students. One of them, in particular, had to stop studying because of conflict in work schedules. Some of the SHS students live within the naval base while others live outside. But only few of them are dependents of naval officers. 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. Most of the SHS students may be poor, but they work hard to find ways to get hold of the needed books or learning materials. They buy, borrow, or photocopy the learning materials. Because of the limited number of computers, they have to share among themselves the available computer units. Since SHS is still in its modeling stage, the lack of budget for SHS also requires the students to share school facilities with the junior high school students. To help augment their income, the Air Force has offered them work, particularly computer repair and maintenance, where they are paid PhP 2,500 a month. 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 Profiles of Model Senior High Schools 72

73 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. Profiles of Model Senior High Schools 73

74 C. BACOLOD CITY NATIONAL HIGH SCHOOL Background Bacolod City National High School is a general public high school located in Bacolod City, Negros Occidental, that offers call center services as specialization or career pathway for their SHS Modeling Program. There are 44 SHS students enrolled under the program, including 26 male students and 18 female students as of SY Students are admitted after presenting the requirements including an employee certificate (for those employed) and undergoing an interview. Pre-implementation Prior to implementation of SHS Modeling, Bacolod City NHS held a series of meetings and consultations with LGUs, industry partners, and Higher Education Institutions (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 Memorandum of Agreement (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 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 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. Curriculum The curriculum of Bacolod City NHS underwent a rigorous series of consultations before it was developed. On separate occasions in February, April, and September 2012, the school met with the DepEd Regional and Division Offices, TESDA, Bacolod City College, Business Process Outsourcing (BPO) companies such as Teletech and Convergys, Negros Occidental Language and Information Technology Center, and SEAMEO INNOTECH. The Profiles of Model Senior High Schools 74

75 consultations resulted in the provision of an academic curriculum for SHS students with career pathway in Contact Center Services NC II. 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 Course Number Descriptive Title Hours Unit English 1 Study and Thinking Skills in English Filipino 1 Komunikasyon sa Akademikong Filipino Science 1 Physical and Earth Science Math 1 College Algebra Social Science 1 Principle of Economics Computer 1 Windows OS and Word Processing PE 1 Physical Fitness Total Source: Bacolod City National High School, 2013 Table 21: Program Schedule for Grade 11, Second Semester Course Descriptive Title Hours Unit Number English 2 Writing in the Discipline Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik Science 2 Biology Math 2 Plane Trigonometry Social Science Taxation Computer 2 Fundamentals of Typewriting/Keyboarding, and Spreadsheets PE 2 Rhythmic Activities Total Source: Bacolod City National High School, 2013 Profiles of Model Senior High Schools 75

76 Table 22: Program Schedule for Grade 12, First Semester Course Number Descriptive Title Hours Unit NC II Contact Center Services I Math 3 Business Mathematics 75 3 Science 3 Applied Physics 75 3 Social Science 3 Geography 75 3 PE 3 Individual/Dual Sports 75 3 Total Source: Bacolod City National High School, 2013 Table 23: Program Schedule for Grade 12, Second Semester Course Number Descriptive Title Hours Unit NC II Contact Center Services Math 4 Mathematics of Investment and Probability & Statistics 75 3 Science 4 Human Anatomy 75 3 Social Science 4 Rizal Life, Works and Writings 75 3 PE 4 Team Sports 75 3 Practicum Field Study/Related Learning Experiences Total Source: Bacolod City National High School, 2013 Table 24: Area of Specialization Area of Specialization Course Description No. of Hours Contact Center Service NC The course is designed to 356 II enhance the knowledge, skills and attitudes of a Contact Center Services Provider in accordance with industry standards. It covers competencies that a person must achieve to interact with customers to provide information about products and services. It also covers handling of customer s complaints, inbound customer service, order taking and inquiry response handling, and outbound telemarketing. Source: Bacolod City National High School, 2013 Profiles of Model Senior High Schools 76

77 Bacolod City NHS likewise focuses on specialized competencies designed to build the capacities of SHS students as prospective call center agents. The proposed curricula developed by Bacolod City NHS are for Grade 11 and Grade 12 students. There is a total or 30 weeks for Grade 11 and 41 weeks for Grade 12 for the total duration of all related training. For Grade 11, students start training on symbols and end with simulation activities on computer-assisted drills. In the case of Grade 12, they begin with rendering quality customer service and conclude with types of communication networks within the organization (see Tables 25 and 26). Symbols Table 25: Curriculum Design Senior High School, Grade 11 Competencies Computer Menus Computer Practical Dos and Don ts Basic Computer Operations Applications Use of Computers with Peripherals American Accent Trng. Speech Drills American Accent Trng. Fluency Drills Voice Drills Communication Activities Multi-tasking web-surfing, typing, encoding, answering call Computer-Assisted Drills Using Communication Cues Computer-Assisted Drills Simulation Activities Grade Level and Grading Period Taken Grade 11 1 st Grading Period Grade 11 1 st Grading Period Grade 11 2 nd Grading Period Grade 11 2 nd Grading Period Grade 11 2 nd Grading Period Grade 11 2 nd Grading Period Grade 11 3 rd Grading Period Grade 11 3 rd Grading Period Grade 11 3 rd Grading Period Grade 11 3 rd Grading Period Duration of Training (in Weeks) 3 Grade 11 4 th Grading 2 Period Grade 11 4 th Grading 3 Period Total Number of Weeks 30 Source: Bacolod City National High School, Profiles of Model Senior High Schools 77

78 Table 26: Curriculum Design Senior High School, Grade 12 Competencies Active Listening Active Listening includes Recognizing Non-Verbal Communication Active Listening includes Showing Listening Signals Benefits of Active Listening Effective Listening Effective Speaking The Importance of Communication Skills in Organizational Performance Benefits of Effective Communication in the Workplace Communication Process Elements of a Communication Process Reducing Interference Effective Communication Dynamics of Communication Grade Level and Grading Period Taken Grade 12 1 st Grading Period Grade 12 1 st Grading Period Grade 12 1 st Grading Period Grade 12 1 st Grading Period Grade 12 1 st Grading Period Grade 12 1 st Grading Period Grade 12 2 nd Grading Period Grade 12 2 nd Grading Period Grade 12 3 rd Grading Period Grade 12 3 rd Grading Period Grade 12 3 rd Grading Period Grade 12 3 rd Grading Period Grade 12 4 th Grading Period Grade 12 4 th Grading Period Grade 12 4 th Grading Period Grade 12 4 th Grading Period Duration of Training (in Weeks) 2 Barriers to Effective 2 Communication Overcoming the Barriers to 3 Interpersonal Communication Types of Communication 2 Networks within the Organization Total Number of Weeks 41 Source: Bacolod City National High School, Profiles of Model Senior High Schools 78

79 Resources and Facilities Students are given a hard copy of the modules for free and the CD-format. They could use the school facilities but because of time constraints they could not avail of this opportunity. They have quizzes every week and test every end of quarter. 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 in 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 for the school is the expenses of setting up the laboratories, which should be TESDA-compliant. Another challenge for them is how to keep 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. Recommendations Among the recommendations that Bacolod City NHS provided include the following: 1. SHS model schools in coordination with the 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, non-education graduates to teach, and employment hours to be credited as OJT hours. Profiles of Model Senior High Schools 79

80 2. There is a need to integrate technical and academic competencies and gaps to help enhance the employability of SHS students while at the same time ensuring alignment with labor market priorities. 3. Consider offering SHS to night school students. 4. LCD projectors and laptops should be provided so that students could easily grasp the lessons presented. 5. Provide funds for the construction of additional classrooms. In some SHS model schools, students use an open space with no roof. 6. Provide allowance for students, particularly for transportation expenses. 7. Provide training programs to help build the capacities and competencies of SHS teachers. Profiles of Model Senior High Schools 80

81 D. SUM-AG NATIONAL HIGH SCHOOL Background Sum-ag National High School is a general public high school located in Bacolod City, Negros Occidental, that offers agriculture as specialization or career pathway for their SHS Modeling Program. They have 14 SHS students, including 4 male students and 10 female students as of SY The Senior High School Modeling Program in Sum-ag National High School aims to develop and enhance the technical knowledge, skills and values of students in agriculture particularly in rice production, organic farming, and nursery management. Students are encouraged to engage in this program believing that performance is far advanced and more satisfying than theories alone. It serves as a laboratory where agriculture students can gain actual experience at the same time earning while learning. 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. Pre-implementation Prior to program implementation, Sum-ag NHS conducted consultations with the University of Negros Occidental - Recoletos and the Central Philippines State University in cooperation with TESDA and the DepEd Regional Office and SDS from February to April 2012 to help them determine their specialization, obtain copies of curriculum and to guide them in preparation for SHS Modeling. Profiles of Model Senior High Schools 81

82 The school was identified as an agriculture 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 Memorandum of Agreement (MOA) was signed by the school, the HEIs, the city LGU, and the industry partners explaining their roles and responsibilities related to SHS Modeling. Another MOA with the HEIs 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 (see Table 18). 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 (see Table 19). 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 5:00 pm. The school provides the SHS students with farm tools for their field work. On the other hand, 33 units of laboratory and 520 hours of industrial immersion are devoted to finish the career pathways in agriculture. The subjects include Agriculture 101, 102, and 103 for Grade 11, and Agriculture 201, 202, 203, 204, and 205. Lessons start with the fundamentals of crop science and progresses to post harvest handling, seed technology, and industrial immersion (see Tables 27 to 29). Profiles of Model Senior High Schools 82

83 Table 27: Proposed Curriculum Grade 11 Subject Descriptive Title Units English 102 Study and Thinking Skills in English and Writing in 6 Discipline Mathematics 1 College Algebra and Business Math 10 Natural Sciences General Biology, General Organic and Inorganic 9 w/ lab 102 Chemistry Filipino Language Sining Pakikipagtalastasan/Pagbasa at pagsulat sa iba t ibang Disiplina Social Science 101 Contemporary Issues in Agriculture with Philippine 6 History, Government Politics, General Economics and Taxation Humanities 101 Introduction to Humanities with Landscaping and 3 w/ lab Urban Gardening Rizal Life and works of Rizal with Philippine Literature 6 NSTP National Service and Training Program 6 MAPEH 101 Physical Education 1 and 2 4 Agriculture 101 Fundamental of Crop Science (Principles and Practices 6 w/ lab (Crop Science) of Crop Production) Agriculture 102 Introduction to Animal Science/Introduction to 6 w/ lab (Animal Science) Livestock and Poultry Production Agriculture 103 Industrial Immersion 260 hrs Source: Sum-ag National High School, 2013 Table 28: Proposed Curriculum for Grade 12 Subject Descriptive Title Units Math 201 Plane trigonometry and Statistics 6 Social Science 201 Society and Culture with Family Planning, Psychology 6 and Anthropology Natural Science Physics and Fundamental of Agricultural Engineering MAPEH 201 Physical Education 3 and 4 4 Computer 201 Basic Computer Concept and Application 3 Agriculture 201 Introduction to Enterprise and Entrepreneurship with 6 Philosophy and Ethics Agriculture 202 Principles of Soil Science, Soil Fertility, Conservation 6 w/ lab (Soil Science) Management and Organic Farming Agriculture 203 Fundamentals of Crop Protection, Approach and 6 w/ lab (Crop Protection) Practices in Pest Management Agriculture 204 Post Harvest Handling and Seed Technology 3 w/ lab Agriculture 205 Industrial Immersion 260 hrs Source: Sum-ag National High School, 2013 Profiles of Model Senior High Schools 83

84 Table 29: Sum-ag NHS SHS Area of Specialization, Description and Number of Hours Area of Specialization Agriculture (Agricultural Crops) NC I Course Description This course is designed to enhance desirable attitudes and skills of an agriculturist in accordance with industry standard. It covers core competencies such as application of safety measures in farm operation and use of farm tools and equipment. Source: Sum-ag National High School, 2013 No. of Hours 920 In addition, the industry partners proposed for an NC I on Crop Production and instructions on the concept of Farmer Field School as provided under Republic Act (RA) No (see Table 30). Table 30: Additional Competencies inputted by industries Specialization Crop Production (NC I) Proposed Organic Field School (RA Agriculture Act) Source: Sum-ag National High School, 2013 Competencies Organic Farming Four (4) principles of organic farming 1. Principle of Fairness 2. Principle of Ecology 3. Principle of Health 4. Principle of Care 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 5 hours of advisory work. The school s agriculture teacher is a female graduate of agriculture from Central Philippines State University. She said that she is a small rice farmer that loves to teach agriculture, particularly crop production. However, she, along with three other agriculture teachers, has yet to obtain NC II in agriculture from Cebu, Leyte, or Davao. Students Eligible in the SHS Program The SHS Modeling Program in Sum-ag NHS is open to all qualified and interested students. The applicants fill out an application form during enrollment. Students Orientation on the SHS Program is conducted on the first week of the start of classes. Profiles of Model Senior High Schools 84

85 Status of SHS Students in Sum-ag NHS The SHS students of Sum-ag NHS are satisfied with their schooling under the program. They said that they learn new things in their academics and in their OJT and practicum. They are also able to make new friends. 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 school strictly monitors students attendance. This coming summer, they are required to render 500 OJT hours at the Organization for Industrial, Spiritual, and Cultural Advancement (OISCA) which serves as their training center. 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. Advocacy and Promotion The school provides students with an orientation on SHS Modeling and the teachers with a conference on how students will undergo OJTs. Students and parents also help in promoting the program. Challenges Sum-ag NHS through its school head mentioned a number of challenges in its SHS Modeling Program. One is the concern of the school 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 possible misalignment between specialization and labor market demand. This is exacerbated by government policy on not supporting agriculture and instead liberalizing agricultural importation. Profiles of Model Senior High Schools 85

86 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 financial problems of students can be addressed by the specialization through an earning-while-planting program. The school also needs financial assistance from DepEd so the University of Recoletos can help enhance the implementation of the progam. They are still waiting for a response from DepEd; they are also hoping that the MOA with SUCs can be expedited. The school is also waiting for meetings to be held between the DepEd and the 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 SHS Program implementation in Sum-ag NHS: 1. Specialization teachers should take NC II in Agriculture in Cebu or Leyte to further professionalize them; 2. Provide transportation and allowances for SHS students; 3. Provide more classrooms for SHS students; and 4. Provide additional school facilities such as laptops and LCD projectors to help improve learning techniques. 5. Sum-ag NHS believes that OHSP can be applied to SHS Modeling. In particular, they suggest that working students can take SHS in night school. Their only concern is the schedule of OJTs and practicum for agriculture. Profiles of Model Senior High Schools 86

87 6. The school should be informed by DepEd Central Office on the status of MOA with higher education institutions/state colleges. The MOA needs approval from CHED s Board of Regents. This will help clarify the issues on credit banking and articulation of units earned from SHS to third year in college. 7. There is a need to come up with training regulations on college-based curriculum and instructional materials for both agricultural and academic subjects from TESDA. 8. There is a need to modify the Grade 11 curriculum to ensure its alignment with the requirement of business community and state colleges/universities. Profiles of Model Senior High Schools 87

88 E. DOÑA MONTSERRAT LOPEZ MEMORIAL NATIONAL HIGH SCHOOL Background Doña Montserrat Lopez Memorial National High School (DMLMNHS) is formerly a general high school but in 2009, it became one of the 282 technical-vocational high schools in the country. In 2011, the school was identified as the first SHS model school in Region VI; the SHS program was officially launched in SY Located in Silay City, Negros Occidental, the school offers Electrical Installation and Maintenance, Shielded Metal Arc Welding (SMAW), Housekeeping, and Food and Beverage Service (FBS) as specialization or career pathways for their SHS Modeling Program. Based on the school profile submitted, there are 108 SHS students, including 42 male students and 66 female students as of SY 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 for 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). Profiles of Model Senior High Schools 88

89 Table 31: Class Program of Grade 11 Subjects Hours per Week Unit Science & Technology Filipino English Mathematics Social Science TVE (Specialization) 20 6 Career Pathways (with Immersions/OJT) Total Hours & Units Source: Doña Montserrat Lopez Memorial National High School, 2013 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. Table 32: SHS Area of Specialization, Description & Number of Hours Area of Specialization No. of Hours Food and Beverage Services 356 Electrical Installation and Maintenance 360 Shielded Metal Arc Welding 360 Source: Doña Montserrat Lopez Memorial High School, 2013 Profiles of Model Senior High Schools 89

90 Table 33: Additional Competencies Inputted by Industries Specialization/Qualification Linkages Competencies Food and Beverage Services The Food and Beverage Services NC II Qualification consists of competences that a person must achieve to provide food and beverage service to guests in hotels, motels, restaurants, clubs, Aid Agency Mel Ken Restaurant Baldevia Pension House Windbel Pension House Sunburst Bay Resport Provide link between kitchen and service area Provide food and beverage service Provide room service Royal Am Rei Hotel Develop and update food canteens, resorts and luxury liners. and beverage knowledge Shielded Metal Arc Welding NC I The Welding NC I (SMAW) Qualifications consists of competencies that a person must achieve to weld carbon steel plates as specified by layout, blueprints, diagrams, work order, welding procedure or oral instructions using SMAW welding equipment. Electrical Installation and Maintenance Service NC II The Electrical Installation and Maintenance Service (EIMS) NC II Qualifications consists of competencies that a person must achieve to perform installation, maintenance and commissioning of electrical wiring and related equipment where the voltage does not exceed 600 volts in residential houses and buildings. Hawaiian Philippine Company Hawaiian Philippine Company Silay City Engineers Office/LGU Source: Doña Montserrat Lopez Memorial National High School, 2013 Weld carbon steel plates using SMAW Prepare electrical power and hydraulic tools Perform roughing-in activities for communication and distribution systems Install wiring devices for floor and ground fault current interrupting outlets Install electrical protection system for lighting and grounding Install electrical lighting systems on auxiliary outlets and lighting fixtures Install communication, signaling devices and remote control systems on auxiliary equipment Install commissioned electrical systems Profiles of Model Senior High Schools 90

91 Resources and Facilities The school was allotted PhP 1 million as part of the budget given to TechVoc schools implementing SHS. The amount provides students with transportation allowance on the first day, but on the succeeding days, students have to shoulder it personally. As a TechVoc school, its expertise of TechVoc and school facilities, including the library, could be used by the students. A one-storey building was constructed for the FBS and housekeeping practical learning. The whole school became a training ground for practical training of students. For welding, some students tap the facilities of the International Electrical and Technical Institute (IETI). Three transformers were transferred without cost by the Regional Office to the Doña Montserrat Lopez Memorial National High School, 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 complimented 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. Linkages The school is accredited by DOLE-Region VI and thereby trained by DOLE. As stipulated in their MOA with the school, the Public Employment Service Office (PESO) provides laboratory access to students. Through a solicitation letter, the school was able to tap the School Education Fund of the LGU to support the students OJT requirements. Profiles of Model Senior High Schools 91

92 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. Meanwhile, the TechVoc Department is conducting a survey among students whose parents are working abroad and who can be tapped to become Resource Speakers whenever they come home to their family in Silay City. 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 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. Inspiring teachers effectively impart knowledge to students. A case in point is the teacher in SMAW. Although he suffers from Parkinson disease, this does not affect the quality of his teaching because he has both the expertise and passion for teaching. Collaborative teaching could be attributed to the NC II success of the students as English teacher uses Food and Beverage Service (FBS) as topic to improve the communication skills among students. The school allows extension of learning time for English from I hour to 1.5 hours to address the skills gap. They use Facebook to connect with students and for quick feedback on students projects. Contextualized and integrated learning makes learning more relevant and easier for students to grasp and remember the lessons. For instance, in studying history, they discuss history of housekeeping; in mathematics, they discuss measurement or percentages in food. They generally appreciate the application of science, mathematics and Araling Panlipunan in their TechVoc classes and group study method which expose them to cooperative learning and peer mentoring (i.e., two fast learners will assist one slow learner). 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. The school employs a intervention in favor of hands-on learning activities and skills application with less lecture-discussion. The said intervention involves 60 percent for attendance at school and 40 percent for industry-related training which is quite rigid. Profiles of Model Senior High Schools 92

93 Students need to acquire full mastery of the necessary processes and steps in their chosen trades. Part of the OJT process is to check whether the job description of the OJT jibes with TESDA Training Regulations and to require that the industry supervisor has full knowledge and approval of the OJT s performance. This is being done by the school industry coordinator. 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 from a congressman. However, the school could not purchase equipment/gadgets that is worth more than PhP 10,000 since this is prohibited under COA regulations. 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. Another issue is absenteeism, tardiness and delayed submission of projects/assignments especially among working students, pregnant students and those who are focused on computer games. Hence, the teachers have to conduct home visitations to monitor these learners. 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 Profiles of Model Senior High Schools 93

94 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. But as it is, NC III is not allowed by TESDA. DepEd and TESDA agreed that National Certification 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 8 sets of welding machines and materials to attain the student ratio of 2:1 where two students can use the facility at a time. Currently, the school has three welding machines and the whole class is only using one equipment/machine for housekeeping and this is being shared with Junior High School students. A lot of time is wasted for waiting which could be used to provide equal opportunities for students practicum. In addition, SHS students should be screened for their competencies particularly on basic communication skills for FBS enrollees. As for the assessment fee, this should be subsidized by the schools for students who belong to poor families. 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 Profiles of Model Senior High Schools 94

95 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. Profiles of Model Senior High Schools 95

96 F. PALO NATIONAL HIGH SCHOOL Background Palo National High School is a general public high school located in Palo, Leyte, that offers tourism and information and communication technology (ICT) as specialization or career pathways for their SHS Modeling Program. They have 102 SHS students, including 69 male students and 33 female students as of SY Profile of SHS students The SHS students in Palo NHS are mostly poor, overage, and are working students. 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, the 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 Memorandum of Agreement (MOA) was signed by the school, the HEIs, the 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. The SHS teachers also come from Leyte Normal University (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 the LTLDPC for their practicum. Tourism students are taught how to enhance their communication skills. Grade 11 students can obtain NC II in commercial cooking and bread and pastry while Grade 12 students can get NC II in food and beverage service (FBS) and bartending. They also learn about front office work and housekeeping by doing OJTs at Oriental Hotel (see Tables 34 to 37). Profiles of Model Senior High Schools 96

97 On the other hand, ICT students are taught computer hardware servicing, programming, call center work, and software development (see Tables 38 to 41). Table 34: Proposed Senior High School Curriculum (Revised), SY , Tourism Grade 11, First Semester Subject Descriptive Title Hours Units English 101 Communication Arts 1 3 Math 105 Mathematics of Investment 1 3 Science 148 Personal & Community Health 1 3 Humanities Art Appreciation HRM 102 Personality Development, Social Graces, Work Ethics and Values Development Filipino 103 Masining na Pagpapahayag TechVoc Program: Tourism Sector / Commercial Cooking NC II (Basic-18 hrs & Core 400 hrs.) Source: Palo National High School, 2013 Table 35: Proposed Senior High School Curriculum (Revised), SY , Tourism Grade 11, Second Semester Subject Descriptive Title Hours Units English 121 Interactive English 1 3 Math 113 Elementary Statistics 1 3 Science 124 Household Chemistry 1 3 Soc Sci 101 General Psychology Management 101 Principles of Management Filipino 106 Literaturang Pambansa at Pambata TechVoc Program: Tourism Sector / Bready and Pastry Production NC II (Basic-18 hrs., Common-18hrs. & Core-105 hrs.) Source: Palo National High School, 2013 Table 36: Proposed Senior High School Curriculum (Revised), SY , Tourism Grade 12, First Semester Subject Descriptive Title Hours Units English 117 English for Specific Purpose 1 3 English 106 World Literature 1 3 (Lit.) HRM 101 Principles of Tourism 1 3 Soc Sci 126 Philippine History, Government & Constitution HRM 103 Human Resource Management in the Hospital Industry Tourism 101 Tourism Planning Development & Sustainability TechVoc Program: Tourism / Food and Beverage Services NC II (Basic-18 hrs., Common-18 hrs., & Core-300 hrs.) Source: Palo National High School, 2013 Profiles of Model Senior High Schools 97

98 Table 37: Proposed Senior High School Curriculum (Revised), SY , Tourism Grade 12, Second Semester Subject Descriptive Title Hours Units English 111 Business Correspondence 1 3 Math 101 Accounting Appreciation for Non-Accountants 1 3 PE 104 Health and Recreation (with First Aid and CPR) 1 3 Soc Sci 104 Basic Economics with Taxation HRM 101 Principles of Marketing Tourism 104 Philippine Tourism & World Tourism TechVoc Program: Tourism / Bartending NC II (Basic-18 hrs., Common-18 hrs., Core-250 hrs.) On-the-Job Training for the 2 qualifications: 1. Food and beverage service 2. Bartending Source: Palo National High School, month 1 month Table 38: Proposed Senior High School Curriculum (Revised), SY , ICT Grade 11, First Semester Subject Descriptive Title Hours Units English 101 Communication Arts 1 3 Math 106 College Algebra 1 3 Science 101 Biological Science 1 3 Soc Sci 126 Phil. History, Government & Constitution Humanities 104 Appreciation Visual Arts TechVoc Program: ICT / Computer Hardware Servicing NC II (Basic-18 hrs., Common-18 hrs., Core-320 hrs.) Source: Palo National High School, 2013 Table 39: Proposed Senior High School Curriculum (Revised), SY , ICT Grade 11, Second Semester Subject Descriptive Title Hours Units English 121 Interactive English 1 3 Math 108 Trigonometry 1 3 Filipino 101 Komunikasyon sa Akademikong Filipino 1 3 Soc Sci 103 Politics & Governance with Phil. Constitution & Human Rights IT 403 Multimedia Systems TechVoc Program: ICT / Programming NC IV (Basic-18 hrs., Common-18 hrs., Core-216 hrs.) Source: Palo National High School, 2013 Profiles of Model Senior High Schools 98

99 Table 40: Proposed Senior High School Curriculum (Revised), SY , ICT Grade 12, First Semester Subject Descriptive Title Hours Units English 103 Writing in the Discipline 1 3 Math Business Math 1 3 Science 102 General Science with Environmental Science 1 3 Soc Sci Geography IT 204 Accounting Principles TechVoc Program: ICT / Software Development Java Source: Palo National High School, 2013 Table 41: Proposed Senior High School Curriculum (Revised), SY , ICT Grade 12, Second Semester Subject Descriptive Title Hours Units English 149 Business Correspondence 1 3 Filipino 102 Pagbasa at Pagsulat tungo sa Pananaliksik 1 3 Science 148 Personal Community Health 1 3 Soc Sci 106 Issues & Problems in Contemporary Society IT 104 Networking Servicing TechVoc Program: ICT / Finishing Call Center Agents 100 training hours with emphasis on communication skills OJT for Software Development & Finishing Call Center Agents Source: Palo National High School, 2013 Learning Strategies and Learning Materials The school applies almost all types of learning strategies to SHS students from face-toface teaching to work-oriented teaching. They make use of online resources, printed modules, and digitized resources in teaching the students. Student Assessment and Certification The school also applies all types of student assessment including traditional assessment, performance assessment, portfolio assessment, and self-assessment. 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. Another challenge is how to improve the academic performance of their students because 30 percent of their students are average while the rest are below average. Profiles of Model Senior High Schools 99

100 In addition, unlike the TechVoc schools, some pilot SHS model schools were not provided with PhP 1 million support from the DepEd Central Office. Recommendations Based on the interviews, the following are the recommendations to help improve SHS Program implementation in Palo NHS: 1. The SHS curriculum should be reviewed based on students interests and capabilities and requirements of business and industries. Experts in the field of tourism and ICT should be involved in curriculum planning together with business and industries, TESDA, CHED and DepEd to address the job-skills mismatch. 2. Provide SHS students with their own classroom and training facilities for handson 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 students from elementary and junior high school 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. 6. Oftentimes, the top-down approach in policy-making does not work because the situation in Manila is far different from that in Leyte. For instance, it is important to consult the school principals about DepEd s no uniform policy. The school has to discuss this new policy with parents who advocate the need to have school uniform. The school principal remarked that, Sometimes we have to take the risk to listen and remain accountable to all our stakeholders. 7. Address the conflict in policy issues. Civil Service Commission (CSC) rules that the students should stay in school for 8 hours, but for SHS, students are required to have 2 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. 8. Provide Philhealth/travel insurance to SHS students as they have to move from school to workplace for their OJT and academic subjects taken in LNU. Profiles of Model Senior High Schools 100

101 G. MERIDA VOCATIONAL SCHOOL Background Merida Vocational School is a public technical-vocational high school located in Merida, Leyte, that offers automotive service, and metals and engineering as specialization or career pathways for their SHS Modeling Program. They have 93 SHS students as of SY , including 77 male students and 16 female students. For SY , they have 50 Grade 11 students, including 47 male students and 3 female students, and 56 Grade 12 students, including 50 male students and 6 female students. The development of Grades 11 and 12 Senior High School Modeling in Merida Vocational School in Merida, Leyte, 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 the Department of Education (DepEd), the Technical Education and Skills Development Authority (TESDA), and the Commission on Higher Education (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 a higher education institution (HEI), particularly from Eastern Visayas State University (EVSU) (see Tables 42 to 45). Profiles of Model Senior High Schools 101

102 Table 42: Proposed Senior High School Curriculum, SY Grade 11 (First Semester), Automotive Subject Descriptive Title Total Units Time Schedule Hours English 101 Speech 3 3 8:30 9:30 MWF Communication Science 101 Life Science 1 (Man, 3 3 7:30 9:00 TTH Society & Environment) Mathematics 101 Plane & Solid 3 3 7:30 8:30 MWF Mensuration 1 Filipino 101 Masining na 3 3 9:30 10:30 MWF Pagpapahayag Humanities 101 Philosophy of Human Person 3 3 9:00 10:30 TTH TECHVOC PROGRAM: Automotive Sector Automotive Servicing NC I (Basic 18 hrs, Common 20 hrs & Core 242 hrs) :00 5:00 Daily Source: Merida Vocational School, 2013 Table 43: Proposed Senior High Curriculum, SY Grade 11 (Second Semester), Automotive Subject Descriptive Title Total Units Time Schedule Hours English 102 Business English & 3 3 8:30 9:30 MWF Technical Writing Science 102 Life Science :30 9:00 TTH (Environmental Science) Mathematics 102 Plane & Solid 3 3 7:30 8:30 MWF Mensuration 1 Social Science 101 Contemporary Local 3 3 9:30 10:30 MWF Issues Computer 101 Automobile Computer 3 3 9:00 10:30 TTH System & Auto Diagnostic Tool s Advancement TECHVOC PROGRAM: Automotive Sector Automotive Servicing NC II (Basic 18 hrs, Common 20 hrs & Core 242 hrs) :00 5:00 Daily On the Job Training Automotive Servicing NC I & NC II: 160 hrs Source: Merida Vocational School, 2013 Profiles of Model Senior High Schools 102

103 Table 44: Proposed Senior High Class Schedule, SY Grade 12 (First Semester), Automotive Subject Descriptive Title Total Units Time Schedule Hours English 103 English for Specific 3 3 8:30 9:30 MWF Purposes and Advanced Technical Writing Literature 101 Philippine Literature 3 3 7:30-9:00 TTH Mathematics 103 Analytic Geometry 3 3 7:30 8:30 MWF Filipino 102 Pagbasa at Pagsulat 3 3 9:30 10:30 MWF Tungo sa Pananaliksik Science 101 Physical Science 3 3 9:00 10:30 TTH (Physics 1) Entrepreneurship 101 Entrepreneurial :30 11:30 MWF Management 1 TECHVOC PROGRAM: Automotive Sector a. Automotive Servicing NC II Phase 2 (Basic 18 hrs, Common 20 hrs & Core 124 hrs) :00 5:00 Daily b. Driving NC II (Basic 18 hrs, Common 20 hrs & Core 80 hrs) 118 Total Training Hrs. 280 Source: Merida Vocational School, 2013 Table 45: Proposed Senior High Class Schedule, SY Grade 12 (Second Semester), Automotive Subject Descriptive Title Total Hours Units Time Schedule Literature 102 World Literature 3 3 8:30 9:30 MWF Science 102 Physical Science (Physics 2) 3 3 7:30 8:30 Lecture TTH 8:30-10:00 Lab Mathematics 104 Business Math 3 3 7:30 8:30 MWF Social Science 102 Contemporary Global 3 3 9:30 10:30 MWF Issues Entrepreneurship 101 Entrepreneurial :00 11:30 TTH Management 2 (Business Planning) TECHVOC PROGRAM: Automotive Sector Motorcycle/Small Engine Servicing NC II (Basic 18 hrs, Common 20 hrs & Core 240 hrs) :00 5:00 Daily On the Job Training Driving NC II Motorcycle/Small Engine Servicing NC II: 160 hrs. Source: Merida Vocational School, 2013 Profiles of Model Senior High Schools 103

104 Metals and Engineering Under Metals and Engineering, the students with teacher supervision learn how to fabricate flower pots, trashcan stands, and window grills in the classrooms for free. The students also weld steel trusses of the new multi-purpose workshop/laboratory to enhance their skills and expose them to the real world of welders. Outside the school premises, the students weld window grills, trashcan stands, and other home fabrications as may be requested by prospective clients. (See Tables 46 to 49.) Table 46: Proposed Senior High Class Schedule, SY Grade 11 (First Semester), Metals and Engineering Subject Descriptive Title Total Units Time Schedule Hours English 101 Speech Comm 3 3 9:30 10:30 MWF Science 101 Life Science :30 10:30 TTH (Environmental Sc) Mathematics 101 Plane & Solid 3 3 8:30 9:30 MWF Mensuration 1 Filipino 101 Masining na 3 3 7:30 8:30 MWF Pagpapahayag Humanities 101 Philosophy of Human 3 3 7:30 9:00 TTH Person TECHVOC PROGRAM: Metals & Engineering Shielded Metal Arc Welding NC I (Basic 18 hrs, Common 20 hrs & Core 242 hrs) :00 5:00 Daily Source: Merida Vocational School, 2013 Table 47: Proposed Senior High Class Schedule, SY Grade 11 (Second Semester), Metals and Engineering Subject Descriptive Title Total Units Time Schedule Hours English 102 Business English & 3 3 9:30 10:30 MWF Technical Writing Science 102 Life Science :30 11:10 TTH (Environmental Sc) Mathematics 102 Plane & Solid 3 3 8:30 9:30 MWF Mensuration 1 Social Science 101 Contemporary Local 3 3 7:30 8:30 MWF Issues Computer 101 Computer Aided 3 3 7:30 9:00 TTH Drawing (AutoCAD) TECHVOC PROGRAM: Metals & Engineering Shielded Metal Arc Welding NC II (Basic 18 hrs, Common 20 hrs & Core 242 hrs) :00 5:00 Daily On the Job Training Shielded Metal Arc Welding NC I & NC II: 160 hrs Source: Merida Vocational School, 2013 Profiles of Model Senior High Schools 104

105 Table 48: Proposed Senior High Class Schedule, SY Grade 12 (First Semester), Metals and Engineering Subject Descriptive Title Total Units Time Schedule Hours English 103 English for Specific Purposes and 3 3 7:30-8:30 MWF Advanced Technical Writing Literature 102 Philippine Literature 3 3 7:30 9:00 TTH Mathematics 103 Analytic Geometry 3 3 8:30-9:30 MWF Filipino 102 Pagbasa at Pagsulat 10:30-11:30 MWF Tungo sa Pananaliksik 3 3 Science 101 Physical Science 3 3 9:00-11:00 TTH (Physics 1) Entrepreneurship 101 Entrepreneurial 3 3 9:30 10:30 MWF Management 1 TECHVOC PROGRAM: Pipe Fitting NC II (Basic 18 hrs, Common 20 hrs & Core 160 hrs) :00 5:00 Daily Source: Merida Vocational School, 2013 Table 49: Proposed Senior High Class Schedule, SY Grade 12 (Second Semester), Metals and Engineering Subject Descriptive Title Total Units Time Schedule Hours Literature 102 World Literature 3 3 9:30 10:30 MWF Science 102 Physical Science (Physics 2) 5 3 9:00 10:00 Lecture 10:00 11:30 Lab Mathematics 104 Business Math 3 3 8:30 9:30 MWF Social Science 102 Contemporary Global 3 3 7:30 8:30 MWF Issues Entrepreneurship 102 Entrepreneurial 3 3 7:30 9:00 TTH Management 2 (Business Planning) TECHVOC PROGRAM: Metals & Engineering Pipe Fitting NC II Phase 2 (Basic 18 hrs, Common 20 hrs & Core 160 hrs) :00 5:00 Daily On the Job Training Pipe Fitting NC II: 160 hrs Source: Merida Vocational School, 2013 TTH Profiles of Model Senior High Schools 105

106 Good Practices The school s good practices include the following: 1. The school fostered a multi-stakeholder partnership with the DepEd, CHED, TESDA, LGU, HEIs, and industry to ensure that the SHS Program can be fully implemented and sustained. 2. It gets continued support from the stakeholders and transparency on every transactions. 3. Modular/self-paced learning and practical work and hands-on were employed by the senior high TVE teachers. 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 National Certificate NC holders in their fields of specialization. 6. The school sustained the Community of Practice among teachers and Community of Learners among students. 7. The layout of the laboratory rooms is in accordance with TESDA regulations following the 5S practice of good housekeeping. 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 needs 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 6 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. Stakeholder Support to SHS Program The school signed a MOA with MAC Builders and Yakal Construction to ensure On-the- Job-Training for industry immersion, and with Eastern Visayas State University (EVSU) to provide HEI instructors to hold classes and share their expertise through training in terms of teaching strategies, methodologies and other relevant activities necessary. Profiles of Model Senior High Schools 106

107 The Leyte Provincial Governor Hon. Mimieta S. Bagulaya headed the inauguration of the two-classroom building which is presently being used by the Senior High School Model 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. Issues and Concerns The school s issues and concerns include the following: 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 On-the-Job Training (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. Memoranda of Agreement with PASAR and Philphos are still in progress since the MOAs were forwarded to the Regional Office for endorsement. 6. Upon the recommendation of the DepEd Region 8 Director, academic subject teachers for Grade 11 students during second semester come from a Higher Education Institution (HEI), specifically from Eastern Visayas State University (EVSU). However, there is the lack of budget to transport the said teachers and there is insufficient teacher items. In addition, there are not enough funds to provide training for SHS teachers. As it is, the cost to transport the HEI teachers has already exhausted the school s MOOE. 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. Profiles of Model Senior High Schools 107

108 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. Teachers from Merida Vocational School should be allowed to teach academic subjects for SHS students during second semester to help minimize the transportation cost incurred for the HEI teachers. Another option is to provide additional budget or request support from LGUs to subsidize the transportation of the HEI teachers. 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. Profiles of Model Senior High Schools 108

109 Other problems and actions taken by Merida Vocational School related to SHS modeling include the following: Problem/Concern Action Taken 1. Difficulty in setting assessment Meet the TESDA Provincial Director seeking dates with assessors assistance for the date of assessment 2. Some parents are not agreeable to Keep advocating the program though radio the K to 12 program broadcast, posters, flyers, assembly meetings, publication of success stories on the K to 12 SHS implementation 3. Delayed release of the HEI s Follow-up the Office of the Provincial honoraria Governor 4. Program requires sufficient funds Communication letter was sent to the (i.e., PhP 1 million subsidy) Central Office 5. Meager MOOE release Seek support from stakeholders through solicitations and resolutions 6. Unavailable alternate for absent Reschedule the dates of immersion industry partners in charge of students immersion 7. Overlapping schedule of immersion Sit en banc with the industry in charge of the and assessment schedule and date Source: Merida Vocational School, 2013 Profiles of Model Senior High Schools 109

110 ANNEX 1: DURATION OF PRE-UNIVERSITY PROGRAMS IN SOUTHEAST ASIA Country Total Duration of Basic Education Total Duration of Pre- University Program Brunei 11/12 13/15 Cambodia Indonesia Lao PDR Malaysia 11 14/15 Myanmar Philippines Singapore 10/11 12/14 Thailand Timor-Leste Vietnam 12 14/15 Source: SEAMEO INNOTECH 2011 Annex 1: Duration of Pre-University Programs in Southeast Asia 110

111 ANNEX 2: LIST OF KEY INFORMANTS San Pedro Relocation Center National High School 1. Victorio N. Medrano (Principal IV) 2. Alenie B. Dualan (Industry Linkage Coordinator/Teacher) 3. Emerlita D. Goyun (Head Teacher) 4. Lorenzo Y. Baldovino, Jr. (Planning Officer Designate) 5. Mirasol F. Dasig (Drafting Coordinator/Master Teacher I) 6. Zoila K. Pentecoste (Soft Trades Coordinator/Master Teacher II) 7. Annabelle T. Madrid (Master Teacher II - Science) 8. Ruby P. Favis (Master Teacher I) 9. Kimberly P. Reoganes (Student) 10. Kim Euzielle M. Silva (Student) 11. Joren N. Sanchez (Student) Sangley Point National High School 1. Randie L. Salonga (Head Teacher III) 2. Russel V. Bautista (Teacher I) 3. Louise Mae D. Suan (Teacher I) 4. Myra D. Suan (Teacher III) 5. Ivy Camille Pacul (Grade 11 Student) 6. John Patrick Escote (Grade 11 Student) 7. Stephanie B. Gonzales (Grade 11 Student) Bacolod City National High School 1. Jose G. Dayot III (School Principal IV) 2. Inocentes V. Tupas, Jr. (Teacher III) 3. Nenette M. Treyes (Master Teacher I) 4. Ma. Cristina T. Doriman (Teacher III) 5. Rolando E. Martinez (Teacher I) 6. Yolly Vingno (Teacher II) 7. Ma. Victoria L. Solitano (Master Teacher I) 8. Allan M. Pomada (Teacher III) 9. Florida G. Gargalicano (Teacher II) 10. Judith L. Vargas (Teacher II Grade 12 Adviser) 11. Reycint Aresgado (Grade 12, 18 years old) 12. Daisy P. Villamor (Grade 12, 18 years old) 13. Ernel Gentapanan (Grade 12, 18 years old) Annex 2: List of Key Informants 111

112 Sum-ag National High School 1. Warlito D. Rosareal (School Principal IV) 2. Clark Canlog (SST I) 3. Annabel Villaruel (Master Teacher I) 4. Leticia Fran (Head Teacher III) 5. Rosemarie P. Demabildo (Head Teacher III) 6. Teresa B. Magalona (Master Teacher I) 7. Grace Junas (SST III) 8. Nelia Bellosillo (Head Teacher III) 9. Selected SHS students Doña Montserrat Lopez Memorial National High School 1. Wilfredo O. Hermosura, Principal IV 2. Federico B. Espinosa, MT I 3. Nanette D. Sudayan, MT I 4. Sabrina D. Janagap, MT I 5. Debbie Ann Y. Valladarez, T2 6. Gayzell Mae O. Saison, T1 7. Mary Lailani G. Javines, T1 8. Angelica A. Lapastora, Grade 11 student (FBS) 9. Alvin G. Camaria, Grade 11 student (EIM) 10. David Lester G. Apilo, Grade 11 student (Housekeeping) 11. Leila Mai A. Lisbo, Grade 11 student (SMAW) Palo National High School 1. Michael A. Regis (School Principal IV) 2. Melba A. Palamos (SST III) 3. Marive P. Repulda (Guidance Counselor) 4. Anjanette C. Deliño (17-year old Grade 11 student specializing in Tourism) 5. Joemark O. Patan-ao (20-year old Grade 11 student specializing in Tourism) 6. Dexter B. Fumar (19-year old Grade 11 student specializing in ICT) 7. Jonna Mae C. Margallo (17-year old Grade 11 student specializing in ICT) Merida Vocational School 1. Noel P. Del Pilar (Head Teacher I; Teacher on TechVoc Program on Metals and Engineering) 2. Antonio Dacatimbang, Jr. (Teacher III) Annex 2: List of Key Informants 112

113 REFERENCES Department of Education. DepEd Order No. 36 s. 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 ProgramDepartment of Education. Department of Education. Senior High School Curriculum. Presentation at the 2014 National Conference on the Educational Paradigm Shift for Grades 11 and 12. February Department of Education. Updates on the K to 12 BEP Implementation. Department of Education. 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 Department of Education and SEAMEO INNOTECH. K to 12 in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and Adequacy of Basic Education SEAMEO INNOTECH. K to 12 in Southeast Asia: Benchmarking for ExcellenceSEAMEO INNOTECH Research Update SEAMEO INNOTECH. K to 12 Toolkit: Reference Guide for Teacher Educators, School Administrators and Teachers References 113