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State of Technical-Vocational High Schools in the Philippines 1
SEAMEO INNOTECH
Policy Notes are meant
to inform policy and
decision-makers on new
and recent policy-related
scholarly research. This
study was conducted by
the Research Studies
Unit in CY 2007.
Secondary education is at the crossroad of education systems. It is tasked to prepare unprecedented numbers of young people for further learning and sustainable means of livelihood. In the Philippines, far too many young high school students leave high school before earning their diploma. The high school graduation rate is only 58.52% and those who earn their high school diplomas do not possess the necessary knowledge and skills for success in post-secondary education and in the workplace. This underscores the need to strengthen the technical-vocational high schools
in order to bring students into employment and the mainstream of social and economic activities. In these circumstances, SEAMEO INNOTECH
conducted a survey to profile Technical and Vocational High Schools and identify their enabling and hindering conditions. This report outlines the conditions and recommended key reform agenda to improve learning achievements
and investments in the technical-vocational secondary education in the country.
POLICY NOTESSoutheast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology NO. 2008-01
S E A M E OI N N O T E C H
State of Technical-VocationalHigh Schools in the Philippines
2 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 3
The World Bank (World Bank,
1992 Cousing, 1992, Moura Castro, 1999)
reported that technical-vocational education
around the world is marked by poor quality,
very high cost, training not suited to actual
socio-economic conditions, and a disregard
in the labor market needs, resulting in the
high unemployment rate among graduates.
In his State of Education Address
in the 2006 National Education Congress,
Secretary Jesli A. Lapus stressed the
importance of education to the economic
development of the country. He said,
“Education, as we all know, serves as the
foundation for sustained economic growth for
individuals and the nation as a whole. It is the
key to progress.” He also pointed out the need
to provide a solution to the job mismatch
in the country (i.e., graduates do not have
the skills required by
hiring companies).
Therefore, there is
a crucial need to
improve the DepED’s
TVE program to
address this need.
Secretary Lapus said,
“Each year, we produce
thousands of college graduates who cannot find
jobs that fit their skills. In addition, a greater
number of Filipino students fail to enter college
(many of whom do not even finish high school) so
they, too, cannot find jobs even though there are
a lot of jobs both here and abroad. Our graduates
just do not have the proper skills to qualify for
work.”
Secretary Lapus spearheaded the
survey of technical and vocational education
high school programs in order to provide
intervention mechanisms and strategies. He
envisioned a relevant TVE program that
will match job skills requirements in the
workplace. Secretary Lapus further explained,
“With continuous dialogs and partnership
with the Commission on Higher Education
(CHED) and the Technical Education and
Skills Development Authority (TESDA), we
expect to further improve the country’s capacity
to provide relevant education to everyone”.
The DepED, in support of the national
government’s ultimate goal of alleviating
poverty in the country, has been engaging
in several projects that aim to enhance our
country’s TVE system. The aspirations of
the present DepED Secretary to strengthen
technical-vocational high schools is a move
to improve the access of secondary education
students to an educational program that will
uplift them in their socio-economic situations.
Established in a two-track secondary school
curriculum, the Revised TVE curriculum
will allow high school graduates to become
apprentices in industry and eventually take
up gainful employment.
As part of the Philippine government’s
effort to enrich TVE in secondary program in
the country, the DepED tapped the Southeast
Asian Ministers of Education Organization
Regional Center for Educational Innovation
and Technology (SEAMEO INNOTECH)
Research Studies Unit (RSU) to conduct a
survey on technical-vocational high schools
"Education, as we all know, serves as the foundation for sustained economic growth for individuals and the nation as a whole. It is the key to progress."
2 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 3
1915
108
(TVHSs) in SY 2007-08 in order to:
•Determinetheconditionofpublic
technical-vocational high schools in the
country
• Develop regional and national
profiles of technical-vocational high schools
for policy development
• Recommend strategies, policies,
and programs that will help reform the
sector
Distribution of Respondents by Region In an effort to meet the goals that
the DepED set for the study, the SEAMEO
INNOTECH RSU distributed survey
instruments to all 2541 technical-vocational
high schools throughout the country, of
which 220 submitted completed forms as
shown in Figure 1.
Majority of our technical and
vocational high schools are in Region VIII
(44) and the region with the least number of
technical-vocational high schools is Region
XII (2).
48
Figure 1. Comparison of Expected and Actual Number of Survey Respondents by Region
44
0 10 20 30 40 50
1610
3431
2121
126
97
2018
1717
59
85
108
92
189
44
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
Expected
Actual
(Number of Respondents)
1 Basic Education
Information System
2005-2006
4 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 5
INPUTS
• Types of technical-vocational high school by areas of specialization The study revealed that the number
of specialization subjects varied, ranging
from 6 to 14 TVE subjects among TVE high
schools. The types of technical-vocational
high schools showed the underlying
competencies and motivations of the schools
which helped us analyze their structure and
resources. It was found that 46 percent of the
total number of technical-vocational high
schools in the country specialized in arts
and trade. Thirty five (35) percent specialized
in agriculture and 19 percent specialized in
fishery.
• Enrolment It is generally acknowledged that
public schools have high enrollment rates
considering the economic condition of
the country.In fact, enrolment in public
schools doubled after the passage of the
Figure 2. TVHSSpecialization Areas
Fishery (19.0%)
Arts andtrade(46%)
Agriculture(35%)
n=220
Free Secondary Education Act. In SY 2006-
07, there were around 222,995 technical–
vocational high school students. The average
school enrolment is 1,014 students per
school. The enrolment in TVE high schools
mainly depended on the number of students
that TVE schools could accommodate. TVE
schools that are within or near population
and business centers commonly had higher
enrolment.
The class size or number of students
per section ranged from 20 to 50. TVE
high schools have also started to reduce
their number of TVE subject students to
25 students to better deliver instruction or
training.
(Number of school enrollees)
Figure 3. Average Number ofSchool Enrollees by Region
1,035
761
2,986
788
804
1,312
766
800
1,544
1,096
1,133
561
617
376
2,259
500 1,000 1,500 2,000 2,500 3,000
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
1,381
Survey Findings
4 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 5
high schools also increased the duration of
TVE subjects from 1-2 hours per day (or
5-10 hours per week). RTVE specialization
subjects were also mandated to be taught for
an additional number of hours on top of the
regular teaching hours. Some schools paid
their TVE teachers for overtime while some
did not provide any remuneration.
• Average Mean Age of Technical-Vocational High Schools The survey also found that the
average mean age of the technical-vocational
high schools in the Philippines was 25 years
(see Figure 5). This means that they are
generally well established.
• Curriculum Around 42% of the technical-
vocational high schools reported using the
Revised TVE Curriculum (RTVEC) while
16% followed the Revised Basic Education
Curriculum (RBEC). Some 41% used a
combination of the aforementioned curricula
while the remaining 1% used others (see
Figure 4).
During the validation visit, the
research team found out that the distinction
between the Revised Basic Education
Curriculum (RBEC) Curriculum and
Re-designed TVE (RTVE) is not clearly
understood by school administrators and
TVE teachers. Most of them have a common
knowledge that RTVE is a curriculum in
replacement of RBEC.
Majority of TVE high schools
are on the second year of transitioning
from implementing RTVE though some
still used the Technology and Livelihood
Education (TLE). Majority of the tech-voc
Figure 4. TVHS Curriculum Implementation Shares
RTVEC(42%)
RBEC(16%)
Combined(41%)
Others(1%)
n=220
33
34
26
27
20
24
26
27
32
18
27
17
13
19
25
36
5 10 15 20 25 30 35 40
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of years as a TVE provider)
Figure 5. Average Number of Years as TVE Providers by Region
6 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 7
• TVE Subject Offering An average of seven TVE subject
offerings were offered in each school (see
Figure 6). It was evident that among
technical-vocational high schools,
discrepancies existed in terms of the kind
of offering of specialization, e.g. food
technology-food trades; fish preservation-
fish processing; home economics-home
technology; computer-computer and
information technology.
Majority of the technical-vocational
high schools offered subjects such as
Computer-ICT, Electricity, Electronics,
Journalism, Business Distributive Arts,
Drafting, Metalworks, Home Nursing,
Cosmetology, Food Service Management,
35
28
75
25
24
44
40
21
51
28
20
14
28
21
51
20 40 60 80
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of teaching staff)
Figure 7. Number of Teaching Staff by Region
38
10 30 50 70
8
7
12
6
6
8
7
6
5
8
5
6
7
7
11
2 4 6 8 10 12 14
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of subject offerings)
Figure 6. Average Number of TVE Subject Offerings by Region
8
Related Crafts, Recycling, Garments
Technology, Culinary Arts, Entrepreneurship,
Foods, Nutrition, Food Trades and
Handicraft.
• Teacher Quality and Ratio Per Student The 220 schools surveyed have a
total of 6,733 teaching staff members. This
was equivalent to an average of 421 teachers
per region or 31 teachers per school. The
average number of teaching-staff members
ranged from 14-75. The survey also showed
that among the 75 teachers in Region IV-A,
23 taught TVE subjects. In NCR, 25 out of
the 51 teachers taught TVE subjects.
6 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 7
Moreover, majority of the TVE
teachers were found to be graduates of State
Universities and Colleges (SUCs) in their
provinces or regions and so shared the same
educational culture and background.
Majority of TVE teachers were also
found to be between 30-40 years old and
resided within or near the municipalities
where the schools they taught in were
located.
The study also revealed that the
average nonspecialist–specialist TVE teacher
ratio was 4:8. It also pointed out that there
were very few TVE teachers (approximately
4.8%) who have had industry background
or experience, most of which are in arts and
trades schools. Majority of them have no
industry experience, especially TVE teachers
from the Agriculture and Fishery schools.
35
28
75
25
24
44
40
21
51
28
20
14
28
21
51
20 40 60 80
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of teaching staff)
Figure 7. Number of Teaching Staff by Region
38
10 30 50 70
67
70
49
63
51
61
50
42
39
51
63
58
51
35
38
34
65
10 20 30 40 50 60
I
II
III
IV-A
IV-AB
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of students per teacher)
Figure 9. TVHS Teacher–Student Ratio by Region
21
24
10I
Figure 10. Average Number of Specialist–NonspecialistTVHS Teacher Comparison by Region
Specialist
Nonspecialist
62
0 5 10 15 20 25
1
82
123
2
73
63
103
111
44
53
82
41
72
34
1
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of TVE teachers)
30
11
10
15
23
10
9
13
12
8
8
8
8
5
9
7
25
5 10 15 20 25
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of TVHS teachers)
Figure 8. Number of TVHS Teachers by Region
8 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 9
•TVHS Teachers Training The average number of schools with
recently trained TVHS teachers was four
while those with untrained TVHS teachers
was eight.
These aforementioned TVHS
teachers were found to have been teaching
for an average of 15 years each. Most of
them, however, have not attended technical
training or skills upgrading in the last 3 to
5 years (other than computer training) due
to lack of funds or budgets for technical
training.
• Land Areas of Technical-Vocational High Schools The study also showed that the
average TVHS land area was 11.23 hectares.
Majority of TVE high schools had big
properties though these were not fully
maximized or underutilized. Region II’s
Alcala Rural School had the biggest total
land area of 703 hectares, while San Rafael
National and Vocational High School, also
in Region II, had the smallest (0.01 hectare).
20
14
15
14
15
10
16
14
13
17
15
18
14
11
13
18
19
5 10 15
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of years teaching TVE subjects)
Figure 12. Average Teaching Experience of TVHS Teachers by Region
Figure 11. Recently Trained–UntrainedTVEHS Teacher Comparison by Region
38
0
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
Trained
Untrained
5 10 15 35 40
19
399
12
15
43
810
312
54
5
14
53
810
02
33
36
04
(Number of TVE teachers)
8 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 9
It was also found that technical-
vocational high schools had an average of
nine buildings, each of which were around
13 years old.
Among these aforementioned
buildings, an average of 18 classrooms,
three laboratories, and six workshops
could be found. There were also makeshift
laboratories and workshops made of bamboo
and other light materials that are considered
fire hazards and thus unsafe for teachers and
students especially to the TVE subjects that
utilized electricity (i.e. welding, electricity
and electronics technology).
17
15 20
11
9
10
8
9
9
8
9
9
11
5
5
9
6
6
5 10
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number of school buildings)
Figure 14. Average Number of TVHS Buildings by Region
18
17
18
17
20
14
6
13
14
15
12
13
14
9
12
14
9
5 10 15
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Age of school buildings in years)
Figure 15. Average TVHS Building Ages by Region
46.00
40 50
8.00
4.45
4.00
4.00
9.00
5.00
9.00
22.00
21.00
7.00
4.00
6.00
10.55
19.00
0.75
10 20 30
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Land area in hectares)
Figure 13. Average TVHSLand Areas by Region
10 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 11
• Quantity and Quality of Equipment and Machines The validation visit revealed that
many of the laboratories and workshops were
already old and needed major repair (e.g.
walls, windows, ceilings, floors and roofing).
Some were no longer appropriate for use
as laboratories or workshops. Some school
laboratories and workshops also functioned
as multi-purpose rooms for several TVE
subjects due to a shortage in classrooms and
large enrolment size.
84.60
96.58
95.83
95.83
79.67
90.43
76.89
87.32
82.00
87.50
88.44
95.00
85.00
68.57
78.75
80
61.67
20 40 60
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Percentage)
Figure 17. Average Usable TVHS Equipment Percentages by Region
100
The technical-vocational high
schools also reported average usage rates
of 84.63% and 81.82% for equipment and
machines, each of which were, on average, 12
and 11 years old, respectively.
The importance of equipment,
machines and laboratories cannot be
overemphasized. The state of instructional
facilities of the 220 technical-vocational
high schools turned out to be worn-out and
badly in need of replacement. The quality of
instructional facilities definitely affected the
Figure 16. Average Number of TVHS Classrooms,Laboratories, and Workshops
0 10 20 30 40
I
II
III
IV-B
IV-A
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Number)
174
5
152
6
213
7
395
10
132
4
142
3
223
9
192
9
1333
302
3
191
5
171
4
91
3
122
6
91
3
3110
12
workshopslaboratoriesclassrooms
10 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 11
74.40
52.43
97.78
91.67
95.83
74.29
90.15
64.00
82.24
82.50
90.00
91.82
100.00
85.00
58.33
78.75
20 40 60 80
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Percentage)
Figure 18. Average Usable TVHS MachinePercentages by Region
100
17.50
20
3.50
10.00
9.00
9.00
14.00
13.00
13.20
12.40
10.80
12.50
12.00
12.50
12.00
12.36
10.00
5 10 15
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Age in years)
Figure 20. Average TVHS MachineAges by Region
20
4.60
17.50
11.00
9.00
8.48
12.00
12.00
10.50
11.60
12.60
13.00
9.70
5.25
11.80
10.66
9.00
5 10 15
I
II
III
IV-A
IV-B
V
VI
VII
VIII
IX
X
XI
XII
CARAGA
CAR
NCR
(Age in years)
Figure 19. Average TVHS EquipmentAges by Region
quality of graduates these schools produced.
The government can intervene by directly
providing, financing or allocating subsidies to
technical-vocational high schools to enhance
and improve the quality of education they
provide.
12 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 13
The Philippines' Technical and Vocational High Schools are still beset with the problems of quality, relevance, efficiency and access. The survey gave sufficient evidence as to what areas need extensive reform programs. These reform programs should be implemented systemwide and anchored on a TVE development plan that would essentially provide investments and program guidance to enhance and further develop the DepEd’s current TVE program. As such, the suggested systemwide reform program should:
Proposed TVE Reform Agenda
roles they should play. The criteria must stress
quality with regards to TVHS programs
and geographical dispersion throughout the
TVHS network.
Phase out substandard technical-vocational high schools and consider converting them into general high schools instead Poorly equipped and staffed
TVHS must be encouraged to offer general
secondary education program rather than
low-quality TVHS programs with limited
Establish and develop criteria for identifying flagship technical-vocational high schools The study recommends the
development of flagship technical-vocational
high schools that will be fully equipped and
staffed with highly qualified teachers. These
schools will act as nodal centers that will
lead others in the capacity-building strategies
and resource sharing in every region. The
DepED, in consultation with designated
TVE experts, may design the criteria for
selecting flagship TVHSs and identify the
12 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 13
training components. DepED should be able
to identify the weakest technical-vocational
high schools and thus advise them to either
shape up or shift toward becoming general
secondary education providers instead.
Make TVE more relevant A technical-vocational school’s
specialization must be kept in line with the
thriving industries in the local community.
For instance, if the
province or region
is well known for its
exquisite and export-
quality handicrafts,
then the technical-
vocational institutions
in it should implement
a curriculum that leans
toward industrial arts,
home economics, or
entrepreneurship.
Allow or create a TVHS Special Fund Scheme The DepED should propose to
Congress a bill that will support the creation
of Technical-Vocational High School Special
Fund from both private and public sources
which will help upgrade laboratories and
repair workshops to better meet their needs.
This fund shall be used for targeted teacher
professional development programs.
This is in consideration of the findings
of the study that most of the hand tools and
equipment that TVHSs have were already
very old, damaged or deteriorating and thus
were not suited anymore for teaching.
Requiring students to bring their
own hand tools, equipment and consumables
would only result in more dropouts due to
lack of financial resources.
Invest in capacity building and TVHS teacher and administrator training It can be clearly seen that there
is a lack of skilled
technical-vocational
teachers. In our analysis
by region, it is very easy
to see that more of
the teachers handling
technical-vocational
subjects cannot really
be considered experts
in the field. It is clear,
too, that despite their
lack of expertise, they
are not even given
opportunities to
develop their own skills in order to better
impart their knowledge to their students.
It is, therefore, recommended that
DepED prepare a capacity-building plan for
TVHS teachers. To help increase the rate
of TVHS with training from 50% to about
90% trained by 2010, local scholarships
to upgrade teaching quality may be
designed. This scheme will also encourage
new education graduates to apply for work
in technical-vocational high schools. The
scholarship scheme should be accompanied
The DepED should propose to Congress a bill that will support the creation of Technical-
Vocational High School Special Fund from
both private and public sources which will help
upgrade laboratories and repair workshops
to better meet their needs.
14 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 15
by eligibility criteria, award conditions and
selection processes.
Balance the teacher supply with the number of TVE students It is also very evident that despite
the lack of teachers, those that do stay on
and continue doing their jobs seem to be
overburdened in terms of number of students.
This may be especially hard, for instance,
if a teacher handles a class that uses heavy
equipment or machinery that may endanger
their students.
On average, technical-vocational–
subject teachers handle around 84 students at
once. Teachers assigned to handle classes that
may be dangerous
should be given a
little consideration
by lessening their
number of students
per class so they can
more easily supervise
and ensure the safety
of their wards.
An actuarial study on how many
TVHS teachers are needed within the
next five years with the specific areas of
specialization will also assist DepED in
improving its teacher hiring and selection
process.
• Develop a scheme to upgrade TVE equipment and machinery The infrastructure in technical-
vocational institutions should also be
accorded its due importance. Some schools
that have thousands of enrollees only have
a few classrooms and infrastructures should
they have the financial capability to do so.
Technical-vocational schools may need
financial help in order to accommodate all
those who want to become more employable
and productive, as is the DepED’s and
even the national government’s aim. There
should be a project to equip technical-
vocational high schools' with laboratories
and workshops that would bring them up
to speed with prevailing standards in more
developed technical-vocational schools. The
identified Technical-vocational high schools
should receive financial aid from the DepED
to upgrade their laboratories and workshops.
Utilize technical-vocational high schools’ mature technologies to generate income School heads should also be trained
in terms of sourcing support to keep up
with the rapidly changing technologies.
They should not just depend on the budget
that the DepEd gives them. They can,
for instance, solicit tools, equipment, and
machines from huge manufacturers and other
large enterprises that frequently upgrade
or shift to more advanced technologies or
applications by convincing then that they
can get tax write-offs for their contribution.
They should, in other words, try to think out
of the box and come up with ideas that may
improve the quality of education that they
provide to their thousands of students.
School heads should also be trained in terms of sourcing support to keep up with the rapidly changing technologies.
14 State of Technical-Vocational High Schools in the Philippines State of Technical-Vocational High Schools in the Philippines 15
Further strengthen the existing TVE curriculum The DepED should continue to
focus on providing not only quality education
but also useful skills development to learners,
especially to those that do not have the
means to study if high costs are involved. The
use and implementation of Strengthened
TVE Curriculum must be monitored fully
to see proper implementation. Since it has
been observed that technical-vocational high
schools have different ways of interpreting the
technical-vocational high school curriculum,
close monitoring of their implementation is
necessary.
Develop strategic partnership with the community-based industries for facility and faculty sharing The administrators of the 220
technical-vocational high schools should
collaborate with industry partners to meet
their schools' specific educational needs. Lack
of resources can be addressed by convergence,
amalgamation and strategic partnerships.
Review the existing TVE specialization areas The technical-vocational high-
school curriculum can further be developed
in such a way that students can choose what
technical-vocational course they want to
concentrate on, similar to choosing a course
in college. This way, instead of becoming
knowledgeable in different fields, they can
instead become masters in a particular field
of their choice.
Establish a link between the DepEd’s TVE program and the Technical Education and Skills Development Authority (TESDA)’s certification system The DepEd, aside from giving
graduates of technical-vocational high-
school–graduates diplomas, can
also give them the equivalent
TESDA certifications on the
technical-vocational skills they
have acquired. Should they then,
for whatever reason, fail to get
a college degree, they may still
have opportunities to get jobs
using their respective TESDA
and DepED HS certificates. A
ladderized interface between
TESDA and DepED is thus
recommended.
• Periodically conduct further studies to review technical-vocational high schools’ progress The DepED needs to conduct
further study to plan and invest for expected
repair, servicing and other requirements of
project laboratories, examining availability
of technicians and maintening repair
workshops and other school infrastructures.
The DepED should consider the proposed
TVHS Special Fund to finance these repair
and maintenance of these laboratory and
equipment.
For comments and
suggestions, write or
email:
The Research Studies
Unit
SEAMEO INNOTECH
Diliman, Quezon City,
Philippines
Tel: 924-7681 or 84
Fax: 9287692
Email- rsu@seameo-
innotech.org
The DepED should continue to focus on
providing not only quality education
but also useful skills development to
learners, especially those that do not
have the means to study if high costs
are involved.