THE CHALLENGES OF TECHNICAL AND VOCATIONAL LIVELIHOOD (TVL)

EDUCATION IN THE NEW NORMAL AS PERCEIVED BY TEACHERS IN BIÑAN CITY

SENIOR HIGH SCHOOL – SAN ANTONIO CAMPUS

APRIL CLAIRE P. MANLANGIT

Teacher II
Biñan City Senior High School – San Antonio Campus

ABSTRACT

The world has faced an abrupt change due to the COVID-19 pandemic. The education
sector has its equal share of birth pains as the Department of Education strives to adapt and
shift its delivery using distance learning.

Teaching skills-related subjects in the new normal were challenging. Teachers were
required to have dynamic learning activities that allowed the transfer of information and the
ability to use one's knowledge effectively and readily in execution or performance. Teachers
of the subject often used apprenticeship, demonstration, performance tasks, and role-playing.
However, they are also expected to go beyond.

The absence of face-to-face teaching, lack of self-learning modules, and assessment

procedure for distance learning modality are some of the problems TVL teachers encounter.

The study aimed to further explore and investigate the adaptation done by TVL
teachers as they execute the teaching-learning process of skill-based subjects and what is the
solution they made. This would further be assessed on how to improve the best practices and
adapt it as a systematized program for TVL subjects. Given the circumstances, TVL teachers
are expected to come up with out-of-box responses.

The participants for the study were twenty- two (22) teachers TVL Senior High School
Teachers of Biñan City Senior High School- San Antonio Campus were handling the TVL
subject for School Year 2020-2022. The researchers utilized the validated survey
questionaries about the challenges of TVL education in the new normal. Questions were
crafted and validated by subject matter experts. The data gathering tool was administered to
the target participants.

Based on the findings, the researchers found out that teachers faced challenges in
crafting lesson plans, instructional material, delivery of content, and assessment.

The study recommended that the school leaders may provide intensive support to the
teachers through relevant pieces of training and workshops to cope with the new education
system.
 The teachers and school leaders may also focus on monitoring and evaluating crafting
lesson exemplars, developing instructional materials, delivering content, and assessing
learning progress.

The teachers may participate in the training related to their challenges in Modular
Distance Learning and the conduct of School Learning Action Cell to address the challenges
encountered in the delivery of TVL subject in the new normal.

INTRODUCTION Additionally, the DepEd recognizes that the

shift in learning modalities and platforms
Following the Department of does not only affect the physical health of
Education (DepEd) Memorandum No. 012 the students, teachers, school leaders, and
Series of 2020 or the Adoption of the Basic personnel but also their mental health.
Education Learning Continuity Plan for Hence, the capacity building also included
School Year 2020-2021 in light of the support for teachers in debriefing their
COVID-19 Public Health Emergency, the classes about the COVID-19 situation and
DepEd developed a package of education setting fair expectations on the new
interventions called Basic Education learning experience amidst the pandemic.
Learning Continuity Plan (BE-LCP), One of the identified critical challenges in
streamlined the Most Essential Learning DepEd Memorandum No. 012, series of
Competencies (MELCs) to be delivered in 2020 is that junior and senior high school
multiple learning modalities and platforms. vocational tracks have classes requiring
The BE-LCP also serves as a response to hands-on sessions in laboratories which
the basic education challenges brought might no longer be applicable in the current
about by the COVID-19 pandemic. distance learning setup. For most of the
In developing the BE-LCP, the DepEd Technical Vocational Livelihood (TVL) or
initiated a collective effort from the internal Technology and Livelihood Education
and external stakeholders in designing a (TLE) track, MELCs were not identified as
learning education strategy and competencies remain to be based on the
operational directions to ensure the health, Training Regulations of the Technical
safety, and well-being of all the learners, Education and Skills Development
teachers, and personnel of the DepEd. Authority (TESDA) delivered through
Additionally, the BE-LCP aims to ensure TESDA Circular No. 62, s. 2020. TESDA
learning continuity through K-12, facilitate Circular No. 62, s. 2020 serves as a
the safe return of teaching and non- guideline in implementing flexible learning
teaching personnel, and learners to in Technical Vocational Education and
workplaces and schools, and community Training (TVET). This is in line with the
learning centers (CLCs), be amenable to policy direction provided in Operational
equity considerations and concerns, and Plan (OPlan) TESDA Abot Lahat: TVET
finally to link and bridge the BE-LCP to Towards the New Normal which mandates
DepEd’s pivot under the framework of the Agency to adapt with the new normal
Sulong EduKalidad and Futures Thinking “in carrying out its mandate of providing
in Education. skills training and certification to Filipinos to
get jobs or earn livelihoods.” The proposed
To achieve the BE-LCP objectives, flexible learning includes delivery of the
the teachers and school leaders were curriculum with online learning, blended
capacitated to implement and manage learning, distance learning, and a
multiple learning delivery modalities in combination of distance learning and face-
collaboration with the National Educators to-face learning.
Academy of the Philippines (NEAP). The
capacity-building programs started in June Given that the competencies
2020 and were conducted to address remain the same and flexible learning
curriculum requirements in terms of options are made available upon
essential learning competencies and implementing the TVL curriculum, there are
content, and pedagogy and assessment. still reservations on the effectiveness of the
implementation of this strategy. For Education and Skills Development Agency
instance, even before the pandemic, a (TESDA). They have relevant experience
readiness study participated by the in the subject assigned to them to ensure
Division of Zamboanga del Sur, Industries, the alignment of the subject with the
and Community in TVL Track for Senior dictated standards from the industry.
High School (SHS) found out that there are
limitations in facilities and equipment to The researchers utilized validated
satisfy the course requirements as well as survey questionaries about the challenges
lack of preparation and partial readiness to of TVL education in the new normal.
support SHS among the Local Government Questions were crafted and validated by
Units (LGUs) and industries. subject matter experts. Then, the
researchers conducted to sample of the
As the pandemic continues to affect population and then evaluated. Once it was
the educational sector, DepEd finalized, the data gathering tool was
Undersecretary Tonisito Umali declared administered to the target participants. This
during a press conference on February guide gathered different information from
2021 that TVL courses are then limited to the participants to understand and identify
home-based learning. This entailed the right intervention for the problem and
offering courses that are doable at home or how it can be improved.
in the community (Manila Bulletin, 2021).
Additionally, assessments were This interview guide included the
suspended. However, the DepEd permits common challenges encountered by the
the respective school division teachers in the distance learning modality
superintendents to decide and make their specifically in attaining the performance
recommendations based on their and learning competencies of the subject.
experiences and the best-fitting setup to
their situations and contexts. The researcher crafted the survey
question to be validated by experts in the
Considering the BE-LCP and field. Validators will be composed of the
TESDA’s guidelines to implementing following: Master Teachers, School Head,
flexible learning for the TVL track, there is and Education Program Specialist. The
a need to evaluate the experiences of the questions included crafting the lesson plan,
teachers and course implementors to instructional materials, delivery content,
identify the challenges related to the and assessment. The approved survey
delivery of these courses in different questions will be tested to select teachers
modalities and platforms to possibly that are not included in the study. The initial
suggest policy changes. This is an result will be tested and assessed. The
essential research study as it will allow the approved tool will then be administered to
teachers, like myself, to process their the target respondent.
experiences and contribute to the
developing body of knowledge on The researcher used
implementing TVL courses in a flexible questionnaires, serving as the tool in
learning setup. gathering data through online platforms
and social media applications such as
METHODOLOGY Facebook Group and Messenger, and
GSuite (Google Form and Spreadsheet).
The participants for the study were
TVL Senior High School Teachers of Biñan RESULTS
City Senior High School- San Antonio
Campus. Twenty- two (22) teachers are Technical Vocational -Livelihood or
handling the TVL subject for School Year TVL in the new normal faced challenges in
2020-2021. TVL teachers were composed the administration of best-fit learning
of industry practitioners, holders of modality. Given that the competencies
National Certificates, and/or with Trainer’s remain the same and flexible, learning
Methodology issued by the Technical options were made available upon the
implementation of the TVL curriculum, crafting lesson exemplars, developing
there were reservations on the instructional materials, delivering content,
effectiveness of the implementation of the and assessing learning progress.
strategy.
The teachers may participate in the
Based on the findings, the training related to their challenges in
researchers found out the challenges in Modular Distance Learning in collaboration
crafting lesson plans, instructional material, with school, division, regional, and national
delivery of content, and assessment. In offices.
crafting the lesson plan, the primary
challenges were contextualization of the The Master Teachers may conduct
activities for practical application and the School Learning Action Cells that primarily
development of activities that were address the challenges in education.
appropriate for distance learning.

For making instructional materials, ACKNOWLEDGEMENT

TVL teachers perceived crafting of school
based SLM and worksheet, administering The lead proponent together with the
instructional materials, and providing a members would like to extend the sincerest
further explanation or deepening of gratitude to the School The completion of
concepts as key tasks. this paper could not have been possible
without the participation and assistance of
The teachers agreed that applying so many people whose names may not all
the prescribed curriculum to all types of be enumerated. Their contributions are
students and inspiring students to be more sincerely appreciated and gratefully
self-directed were major concerns in acknowledged. However, the group would
delivering the content. like to express their deep appreciation and
The findings also disclosed that ensuring indebtedness particularly to the following:
the credibility of formative assessment data
and conducting practical training without School Principals, Mr. Angelo D. Uy
the physical presence of trainers and and Dr. Leslie V. Denosta for their endless
students were the main challenges in the support, kind and understanding spirit
assessment. during the conduct of the research.

To cope with the challenges, the Public School District Supervisor, Dr.
teachers in harmonious collaboration with Ginalyn M. Garcia for her support to all the
the school administration, developed research endeavors.
projects and programs, adaptive to the
hurdles of new normal education, to ease Senior Education Program
the school operations. Specialist, Edward Manuel for his
comprehensive technical assistance.

DISCUSSION To all the TVL teachers, family,

friends and others who in one way or
The Technical & Vocational Livelihood another shared their support, either
(TVL) Education in the New Normal has morally, financially and physically, thank
been challenging. The researchers, you.
therefore, recommended that school Above all, to the Great Almighty, the
leaders may provide intensive support to author of knowledge and wisdom, for His
the teachers through relevant pieces of countless love.
training and workshops to cope with the
new education system. We thank you.

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