TECNOZIARIO

VOLUME I, ISSUE NO. 1

THE OFFICIAL DIVISION EPP/TLE/TVL NEWSLETTER OF SDO - OLONGAPO CITY

MASIGLA sa Project SIGLA. Judith Dela Cruz shows self-sustaining containerized pots.

SDO TLE Dept to launch Tecnoziario Carl Patrick S. Tadeo Teacher I, OCNHS

The Schools Division Office of Olongapo City Technology and Livelihood Education Department will be launching the first issue of ‘Tecnoziario’, a Division EPP/TLE/TVL Newsletter on August 2019.

The said newsletter is a platform to showcase what teachers possess and are able to accomplish in a given period.

Further, it also aimed to: (1) scout TLE teachers as Editorial Staff and contributors to the newsletter, (2) write academic and scientific articles on curriculum (EPP/TLE/TVL) for inclusion in the newsletter, and (3) publish a newsletter, online or in print in TLE that showcase > Continue Story on page 02

AUGUST 2019

Project SIGLA revitalizes Gulayan: Transforming Schools in Olongapo City Roderick A. Tadeo, Ph.D.

As an offshoot of the Instructional Leadership Program for Division and District Supervisors (ILP-DDS), Schools Division Office of Olongapo City has implemented one of the Application Projects called Project SIGLA (Strengthening the Implementation of Gardening and Landscaping Activities) per DM. Nos. 001, 060, and 102, s. 2019.

The project aimed to achieve to March, 2019.

Waste Management. the following: (1) revitalize the It was participated in by The following schools were Gulayan sa Paaralan Program twenty-eight (28) elementary adjudged as winners: Top Ten (GPP) in the division; (2) ensure schools, twelve (12) secondary (10) and Top Five (5) winners 100% implementation of the schools (IUs and IS) and three were declared winners both Gulayan sa Paaralan Program (3) stand-alone Senior High in the elementary level and in the division; (3) showcase Schools in the division. secondary levels, respectively.

GPP practices in the division; Initial monitoring of the project In elementary level, Kalalake (4) augment the feeding was conducted on February ES, Gordon Heights I ES and program in schools; and (5) of the same year. The district Mabayuan ES were adjudged as integrate the implementation of evaluation of the project was First (1st) Placer while Regional waste segregation with GPP in conducted on the following Science High School (RSHS) schools. dates: March 19-20, 21-22, 26- III was unanimously adjudged The project was officially 27 and 28-29 for the four (4) First (1st) Placer in secondary launched during the conduct of original districts, respectively. level. Complete list of winners 2018 Division Technolympics The focus of the project was released through Division held on November 16, 2018. revolved around three (3) Memorandum No. 102, s. 2019.

The project was implemented areas, namely: Gulayan sa in all public elementary and Paaralan Program (GPP) , secondary schools by January Landscaping Activities, and > Continue Story on page 02

NEWS

SDO Olongapo conducts Division Technolympics >Page 03

FEATURES

YUM YUM YAM! >Page 09

02

NEWS Dimalanta, Espiritu reap awards in Reg’l Technolympics

Carl Patrick S. Tadeo Teacher I, OCNHS

Jonathan M. Dimalanta of Tapinac Senior High School (TSHS) and Richard Carl Espiritu of Gordon Heights National High School (GNHS) garnered places in the 2018 Regional Technolympics during the Regional Festival of Talents last November 21-23, 2018.

Dimalanta grabbed 4th place in Electrical Installation and Maintenance. He was coached by Mr. Fernando Evangelista.

Meanwhile, Espiritu pocketed 4th place in Computer Systems Servicing.

He was coached by Mr. Erwin Bucasas.

“Ang karangalang nakamit ko sa regional level ay iniaalay ko sa aking pamilya, sarili, sa aking mentor at sa mga taong naniniwala sa kakayahan ko,” Dimalanta said in an interview.

The said competitions were participated by students from various divisions in the region.

Going Beyond Classroom Instruction

TLE teachers empowered as trainers Carl Patrick S. Tadeo Teacher I, OCNHS

To empower teachers as trainers and go beyond classroom instruction, Technology and Livelihood Education (TLE) teachers of the Schools Division Office of Olongapo attended the Division Training on Capacitating TLE Teachers as Trainers on Session Guide Writing and Facilitating Skills last April 10-12, 2019 at the SDO Conference Hall.

58 EPP/TLE/TVL teachers a session/training based on a from public elementary, given audience. junior high school and senior The activity started with an high schools participated in opening program through an the said event. audio-visual presentation.

The training aimed to: Enrique Angeles Jr., (1) orient teachers on Assistant Schools Division preparing session guides Superintendent gave his based on NEAP standards, message to the participants, (2) develop session guides encouraging them to focus on relevant topics and not only on the 3B’s (Brainy, concerns in TLE; and (3) Beauty, Best) but more acquire skills in facilitating importantly on the 3L’s (Last,

> Story from page 01

SDO TLE Dept to launch Tecnoziario

activities, programs, and projects in the discipline.

The Editorial Board are as follows: Carl Patrick Tadeo as EIC, Joana Carla Alejo as Associate Editor, Wilbert Venzon as News Editor, Graciela Pillaza as Feature Editor, and Francisco Alejo Jr. as Literary Editor.

“This newsletter will serve as the arm of the discipline to showcase all activities which have relevant impact to the lives of learners, teachers,

school heads, administrators and other stakeholders,” said Dr. Roderick A. Tadeo, EPS TLE and Project Proponent of Tecnoziario.

The newsletter will be published annually or biannualy. The Editorial Board met last May 2 to discuss the plans and timelines for the first-ever publication of a learning area in the division.

The editing and gathering of articles occurred until May 8.

CHAMP SMILE. After remarkable performance of Jonathan Dimalanta and Richard Espiritu, they obtained their certificates together with coaches.

Lost and the Least).

Bernadette F. Tamayo, Schools Division Superintendent, also graced the occasion and inspired the participants by telling them that they are the forefront in implementing the curriculum.

The training was facilitated by: Dr. Rosemarie Abecia, Mr. Ariel Lansang, Dr. Roderick A. Tadeo and Mrs. Carolina Barrera.

The following outputs were produced and presented during the training: (1) Using Zipgrade as Assessment Tool

by Melanio Bermudez, teacher of OCES; (2) Preparing Table of Specifications by Carolina Barrera, Head Teacher VI of OCNHS; (3) Urban Gardening using Authentic Learning

by Daniel Lacuata, Master Teacher I of OCES; (4) Using

Differentiated Instruction in Teaching Carpentry by Owell Asuelo, Teacher I of OCNHS; (5) Teaching Contact Center Services using Computer Assisted Instruction (CAI) by Merjolen Alejo, Teacher I of NCNHS; (6) Developing Comics as Learning Aide in Teaching Handicrafts by Gamaliel Paz, Teacher III of JLGIS; and (7) Using Blended Learning in Teaching Home Economics by John Paulo Angosta, Teacher I of MSHS. The event was concluded by the awarding of certificates of participation.

The said seminar was initiated by Dr. Tadeo, Education Program Supervisor-TLE/ SHS Focal Person.

> Story from page 01

Project SIGLA revitalizes...

“Project SIGLA has changed our schools into beautiful landscapes and conducive learning environment,” said Bernadette F. Tamayo, CESO VI, Schools Division Superintendent during the awarding program.

Pastor Padua, Principal IV of Kalalake Elementary School shared that the implementation of the project has engendered positive support both from internal

and external stakeholders for they have seen the transformation in schools the project has created.

Having seen the impact of the said project, SDOOlongapo City hopes to institutionalize ‘SIGLA’ in order to sustain the involvement of schools and their communities and put into place a learning environment crucial to teaching-learning deliveries.

NEWS

03

SDO Olongapo conducts Division Technolympics Carl Patrick S. Tadeo Teacher I, OCNHS

To provide opportunities for students to showcase their talents/skills in TLE through exhibition of their products and performances as evidences of their learning, SDO Olongapo conducted the 2018 Division Technolympics last November 15-16, 2018 hosted by the Olongapo City National High School.

It was participated in by 235 Olongapo City National High elementary students from 27 School and Barretto National schools and 173 high school High School garnered 1st students from 19 schools. runner up and 2nd runner up, This two-day activity respectively. carefully planned for Meanwhile, Olongapo City secondary and elementary Elementary School emerged Levels was anchored on the as overall champion in the theme “Celebrating Diversity elementary division, followed through the Performance of by Special Education for the Talents and Skills for Inclusive Gifted as 1st runner up and Education.”

Bangal Elementary School as The overall champion 2nd runner up. for secondary was Gordon Technolympics is just Heights National High School. one of the components of

FESTIVAL OF TALENTS. It is an annual event focusing on the four strands of EPP/TLE/ TVL: Industrial Arts, Home Economics, Agri-Fishery Arts and ICT. The Technical Working Group (TWG) is composed of: Dr. Roderick A. Tadeo, EPS-

Going Beyond Print Towards E-Learning

SDO Olongapo Conducts Pedagogical Confab Roderick A. Tadeo, Ph.D. EPS-TLE

To develop the competencies of EPP/TLE teachers in contextualizing the curriculum and making lesson plans that integrate digital and ready to print instructional materials, SDO Olongapo conducted the Division Training-Workshop on Contextualization of Lesson Plans and development of Print and Digital Instructional Materials last April 24-26, 2019 at the Regional Science High School III, SBFZ, Olongapo City.

Twelve (12) EPP/TLE teachers attended the said activity.

Teachers who developed grade five lesson plans on the four components include: Marie Fe Mesias (ICT), Yvonne Haunani Presto (Entrepreneurship), Ralp Fael Lucas (IA), Jayson Ventillo (AFA) and Kristine Gonzales (HE). Grade VI teachers developed contextualized lesson plans with print and digital instructional materials were Rolando Aranas (AFA), Mentoring Session. Dr. Roderick A. Tadeo mentors Gilson Asencio (AFA), Mr. Henry Pasion through giving of technical Angelina Dabu (HE), Mona assistance in his lesson exemplar.

Lim (ICT), Janica Pearl Carbon (ICT), Virginia Estella (HE), the subject matter. This refers followed by the assignment/ to the content of the lesson agreement. Contextualization and Frank Juan (IA).

Their contextualized lesson encompassing the teaching of lesson plans only focused plans follow a unified format. aids and references. Part on the degree of localization, Part I shows the Objectives that III involves the procedures the use of readily available include the content standard, that indicate the step by materials in the locality.

The localized lesson performance standard, step process in delivering learning competencies and the instruction. Next part is the plan should go along the learning objectives. Part II is a s s e s s m e n t / e v a l u a t i o n development of print and

EPP/TLE/TVL/ Chairman; Mrs. Carolina Barrera and Mr. Ariston Penas, ViceChairmen; Mrs. Carmen Labrador, Mr. Zosimo Mendoza, Mrs. Marites Bergante, Mrs. Jesusa Acuna, and Mr. Wilbert Venzon served as members.

SKILLS TEST. Marvelous table setting skills were presented by elementary students to the sophisticated board of judges.

digital instructional materials which can be a good avenue in starting an e-learning tool which can be placed in a portal for e-learning activities.

“This can be an initial step to address absenteeism among learners in the said grade level, thus lessening drop-out rate and eventually improve completion and graduation rate. This can also be a rich source of data for conducting research on the effects of this virtual learning to acquisition of skills. A research can also be done through determining the impact of blended learning in the EPP/TLE subject,” said Dr. Roderick A. Tadeo, This also supports the direction of Gigamare in the creation of a digital platform to publish learning resources as one scheme in the training of participants based on the initial dialogue of Dr. Tadeo with Mr. Hernane Balinas Jr., General Manager for Sales and Marketing of Gigamare.

Teachers are our great assets in realizing the desired outcomes of education.

They are the prime movers that propel learners in accomplishing the objectives of the teaching-learning process.

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NEWS

On Capacity Building for 21st Century Teachers

SDO Gapo sets teachers’ trainings on ICT integration, action research Carl Patrick S. Tadeo Teacher I, OCNHS

In response to the needs of the 21st century education, the Schools Division of Olongapo launched two (2) consecutive conferences, Division Capability Building on EPP/TLE/ TVL teachers on Action Research Proposal Preparation last February 21-22, 2019 at OCNHS and Division Training on Enhancing EPP/TLE/TVL Instruction Using Productivity Tools cum Basic Troubleshooting last February 28-March 2, 2019 at GHNHS. The trainings aimed to: (1) EPP/TLE/TVL teachers in the provide assistance among preparation of action research EPP/TLE/TVL teachers on proposal.

ICT integration and simple It was attended by a troubleshooting; and (2) total of 138 teachers from provide assistance among public elementary, junior

high school and senior high school. Seventy (70) teachers participated during the training on action research proposal while 68 attended the training on ICT integration.

Ryan Jay Napalan, Paul Ameer Jayme, Carven Mark Viado, Wilbert Venzon, Jeffrey Allejo, Carolina Barrera and Dr. Roderick A.Tadeo served as facilitators during the training on ICT integration and basic troubleshooting.

On the other hand, Carolina

Barrera, Dr. Arlene Dave, Maria Dolores de LeonJarnagin, Dennis Sumaway and Dr. Eleonor Cayabyab served as the facilitators during the training on action research proposal preparation.

Dr. Roderick A. Tadeo, Education Program Supervisor I – TLE/ SHS focal person initiated the said event. He also served as a facilitator and the overall chairman of the trainings.

Trained Technical Drafting teachers engenders 122 Certified Draftsmen Roderick A. Tadeo, Ph.D. EPS-TLE

Trained Technical Drafting teachers who were capacitated thru series of rigorous training for JHS and SHS teachers last May 28-June 10, 2016 and May 24-28, 2017 of the Schools Division of Olongapo City engendered 122 certified draftsmen.

In the Senior High School (SHS) program, Mabayuan SHS has produced 32, Tapinac SHS at 10, New Cabalan NHS at 27 and Barretto SHS at 6, with a total of seventy-five (75) students under the ICT strand.

Junior High Schools (JHSs) in the city division also remained competitive, for they also had produced National Certificates.

Barretto NHS had a harvest of twenty (20) passers and Olongapo City National High School had registered its

thirteen (13) NC holders for the first time, which was then followed by another batch of fourteen (14) learners.

A “10-Day Division Training/ Coaching for the ICT Strand under the Tech-Voc Track” provided opportunities for 25 TLE teachers handling Technical/Mechanical Drafting/ Computer Hardware Servicing to undergo rigorous training on Technical Drafting with emphasis on AutoCAD was conducted last May 28- June 10, 2016 at Olongapo City National High School.

Meanwhile, Division

Technical Drafting Mentors. Decaliber technical drafting mentors of the Schools Division of Olongapo City ready to engender more students as certified drafstmen.

Training/Coaching in Technical Drafting (NC II) was also conducted on May 24-28, 2017 at Tapinac Senior High School to retool ten (10) TVL/TLE teachers in Technical Drafting leading to the acquisition of NC II once they passed the TESDA assessment.

Trainees successfully passed the assessment in Technical Drafting NC II. This provided them the confidence and competence in teaching the subject. A milestone that these teachers had initiated was the establishment and improvement of their existing rooms into functional Technical Drafting laboratories.

This significant number of passers can be attributed to the impact of previously conducted trainings which prepared the teachers prior to the offering of the said specialization.

Teachers were committed in translating the competencies they acquired from the training. Alongside with facilities enhancement and establishment of linkages in support of the program, they worked through collaboration with stakeholders and the administration that led to the positive impact of the said training program.

EDITORIAL

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For Opportunity and Beyond MAIN EDITORIAL

Technology and Livelihood Education (TLE) as one of the subjects in the K to 12 Basic Education Program has evolved primarily and proved its worth

as the heart of the new curriculum. The subject submits itself as a field of booming opportunities for our millennial learners.

TLE in the K to 12

SENTINEL OF TRUTH CARL PATRICK S. TADEO TEACHER I, OCNHS

To Teacher: Liberalize Education!

Gone are the days when our teachers served as ‘sage on stage’.

As 21st century education necessitates, teachers are just ‘guides on the side’ that facilitate learning.

But teachers though having been given enough trainings and seminars still exercise their conventional ways of teaching. They are still applying their ancient pedagogical forms of planning, instruction and assessment.

Majority of the activities in the class are paper and pencil tests. This is a very subjective way in assessing students for they have

different intelligences as pointed out by the Theory of Multiple Intelligence of Howard Gardner.

Teacher still serves as the master of the lesson by spontaneously discussing all the needed concepts for the students to learn.

Teachers should employ a collaborative, constructivist and outcome-based education to improve the academic performance of

Curriculum offers a wide array of opportunities to land for a job, become an entrepreneur and continue further studies.

The skills honed from the subjects can be used in order to land a job from the various areas in TLE. The integration of Entrepreneurship concepts such as Personal Entrepreneurial Competencies (PECS), Environment and Market (E & M), and Process and Delivery (PD) prepares the students for gainful employment and to set up their own business in the areas.

To students who want to continue to tertiary level, TLE provides an enriched general education that will prepare graduates for higher education.

TLE could also be an avenue for development of middle-level skills from the qualifications acquired from junior high school to senior high school.

TLE is the heart of the K to 12 Curriculum. It prepares students to facets such as education, job and business.

The school systems now should put their efforts to further improve the delivery of the TLE Curriculum by having excellent instruction, state of the art facilities and laboratories and competent teachers. With these, the realization of the K to 12 Curriculum would be realized.

This further entails that TLE as the core of the K to 12 Curriculum is for students’ opportunities here and beyond!

students.

In planning, the teacher selects the most practical and appropriate material based on his/her own precepts not asking if these are suitable for the students. Students have different learning styles and so the teacher should try to target these styles.

He/she should devise a teaching style that would suit the learning styles of the students.

With these, optimum results can be developed on the students.

Having these points teachers should have a paradigm shift from a teacher-centered education scheme to a learner-centered education scheme.

It is never too late. Now is the time for teachers to improve the quality of education by employing 21st century pedagogies and liberalize education!

TECNOZIARIO EDITORIAL BOARD Editor-in-Chief: Carl Patrick S. Tadeo Associate Editor: Joana Carla Alejo News Editor: Wilbert Venzon Feature Editor: Graciela Pillaza Literary Editor: Francisco Alejo Jr. Contributors: Carolina Barrera, Ralp Fael Lucas, Angelina Dabu, Henry Pasion, Jayson Joaquin, Belinda Calizar, Christopher Otiong, Marvin Jay Rosapapan Layout Artists: Mahasiah Bautista Rogelio Lacamba Jr. | Paul Ameer Jayme Graphic Artist/Cartoonist: Carven Mark Viado Roderick A. Tadeo, Ph.D., EPS Proponent/Consultant Loreta Figueroa, Div. English Coordinator Language Specialist Ariel C. Lansang, CID Chief Enrique E. Angeles Jr., ASDS Bernadette F. Tamayo, SDS Advisers

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OPINION supervisor’s gazette Roderick A. Tadeo, Ph.D. EPS, TLE

From the Desk of the Proponent:

Mabuhay and God bless us all!

The creation of TECNOZIARIO is inspired by the principle that a pen when put into writing is a powerful tool in our quest for Quality, Excellence, Service and Character.

The name Tecnoziario is originated from two Italian words: Tecnologica for technology and Notiziario for newsletter. It is a word

formed by clipping Tecno and ziario. It is the official division newsletter of EPP/ TLE/TVL. It is a platform for

Paradigm shift Joana Carla L. Alejo Teacher II, NCNHS-SHS

TVL: The Epitome of the K TO 12 Program

“Anak, hindi ka naman masyadong matalino, magTVL ka na lang”.

I remembered hearing those exact words from a parent accompanying her son to enroll in Grade 11. Believe it or not, many parents and students still think that way. The smartest ones should choose the

Academic track, and the not-so-smart should be in the Technical Vocational Livelihood track. But with proper knowledge and information dissemination, all these misconceptions about TVL will be corrected.

THE LOGO

everyone who believes that the core of the present curriculum is the EPP/TLE/ TVL. Quality. This is an arm to showcase what EPP/TLE/ TVL teachers are doing in their respective schools.

Everyone is encouraged to engage in productive and relevant activities that meet the demands of the new curriculum. Always work along the mandate of the program.

Excellence.

When someone accomplish things beyond standards, it leads to excellence. This reminds us to always do and perform things, not because of “Puwede na ‘yan concept, but rather ‘Puwedeng-puwede na

yan.”

Service. We exist for a purpose-driven life.

We acquire and learn knowledge, skills, values and attitudes, not only for ourselves, but most importantly, to serve others and God. Character. Our values are imprinted the way we write. Let this newsletter magnify your noble and magnanimous character with the end view of creating multiplier effects among EPP/TLE/TVL teachers.

Let this be an arm in the division for everyone to initiate projects and activities that highlights students’ acquisition of the desired learning outcomes.

TVL is one of the tracks offered in Senior High School. It has 4 Strands; Home Economics (HE), Information and Communications Technology (ICT), Industrial Arts (IA) and Agri- Fishery Arts (AFA). It is supposed to get you ready for employment, however, if you look more closely, there is more to the TVL track than meets the eyes and would make it a better option.

TVL invests primarily on skills which would be essential when looking for better career opportunities.

It will make students job ready. It is also important when applying abroad where the skills gained would prepare one as he/

she joins the workforce.

On a side note, teachers of TVL are specialized in their field. Most of the TVL teachers had years of industry and teaching experience, with multiple NCII and NCIII qualifications, acquired the Trainer’s Methodology and National TVET Trainers Certificate, and some are practicing Assessorship.

In TVL, students can have the best of both, three worlds rather. They can apply for a job right away after graduating, and can still choose to go to college, in case they change their mind, and they can even apply the skills they learned to start their own business.

So, why not choose TVL?

3 points represents the EPP/TLE and TVL Technical sign/Gear is used to emphasize SKILL Sided Letter T for TECNOZIARIO 3 Rings represent BROADCAST like WiFi 3 points connected to emphasize UNITY 4 Colors:

Blue and White: Skills and Professionalism

Dark Yellow: Knowledge Green: Attitude Conceptualized by: Carven Mark Viado

LITERARY

07

PROGRAMMER'S PROGRAMMER'S PROGRAMMER'S Love Notes Francisco S. Alejo Jr.

Love Notes

I constructed a plan using pen and paper I have drawn a flowchart but there’s something much better The long wait of meeting her should have come to an end But how shall I start if I’m going to pretend?

What if she’ll never notice?

What if she doesn’t care?

Complex definition of what love is It’s hard to comprehend, how shall I declare?

Do I have to repeat and start all over again?

I fear of this infinite loop of her treating me as a friend I should find a concrete solution to this heart problem of mine What is the value of my work? Please, God give me a sign.

PAPERLESS Francisco S. Alejo Jr.

In this digital era, our world of virtuality Anything can be sent electronically Photos, videos, audios And any document files you want to upload.

We have the power to connect, just click or tap Books are being converted in digital format We read articles with visual graphics presentation How huge is the cyberspace, vast amount of information.

Files no longer exist in cabinets We can manage them as long as there is internet We store them in the “Cloud” where the system is secured Just like in banking transactions, where everything is assured.

Soon the use of paper will be eliminated Sending of digital documents will be implemented Bringing of books will be minimized And this is just a part of something we should realize.

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FEATURES

A GLIMPSE OF THE TECHNOLOGY LIVELIHOOD EDUCATION (TLE)

UNDER THE KTO12 BASIC EDUCATION PROGRAM

People are our wealth. It is the people that make the Philippines and other nations grow.

As an organization tasked with the constitutional mandate to educate the Filipino children and the youth, the Department of Education (DepEd) is at the forefront of helping people to grow.

To secure the students and teachers, it must foster and share knowledge and skills.

It must work to strengthen character. Therefore, we must focus on people. The DepEd must be proactive. Because we focus on helping people to grow, we must initiate ideas and convert this to reality.

Our philosophy of education, which should be the ultimate basis for any curriculum design or reform, has to be relevant and responsive to rapidly changing world. The Enhanced Basic Education Curriculum of 2013 aims at raising the quality of the Filipino learner and graduates and empowering them for life-long learning. We must envision every learner to be functionally literate, equipped with life skills, appreciative of the arts and sports, and imbued with desirable values of a person. Competence in learning how to learn throughout one’s life in this challenging world entails

the secure environment of functional literacy.

One of the learning areas in the Basic Education Curriculum is the Technology and Livelihood Education (TLE)/ Technical Vocational Livelihood (TVL) Track. The implementation of this learning area requires the deep understanding of the curriculum, expertise of teachers, availability of learning resources and facilities, support from administration and stakeholders, periodic monitoring and evaluation, establishment of linkages/ networking. As a discipline, this demands the use of pedagogical approaches such as experiential learning, entrepreneurial, collaborative, integrative, inquiry-based, problembased, project-based, blended learning and interactive approaches. It must be the learning area that provides the Filipino learner the quality time to demonstrate practical knowledge and life skills that had been gained especially the skills for empathy, vocational efficiency, and problem-solving in daily life.

Deep understanding of

the curriculum entails a comprehensive view of what the curriculum is all about.

Edukasyong Pantahanan at Pangkabuhayan (EPP) is the nomenclature for Grades 4 and 5 and Technology and Livelihood Education (TLE) in Grades 6-10. EPP develops knowledge, skills, values and attitude in Agriculture, Entrepreneurship and Information Communication Technology (ICT), Home Economics and Industrial Arts that can help improve self, family and community life considering sustainable development. TLE provides an enriched general education that will prepare our graduates for higher education, world of work and lifelong learning. The integration of Entrepreneurship concepts such as Personal Entrepreneurial Competencies (PECS), Environment and Market (E & M), and Process and Delivery prepares the students for gainful employment and to set up their own business in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.

Teaching TLE in Grades 7 and 8 focuses on exploratory courses. As an exploratory course, discussion revolves around the five (5) identified common competencies: Identify tools and equipment; Maintain tools and equipment; Perform mensuration and calculation; Interpret layout or drawing; and Apply occupational health and safety procedures.

This means that a minimum of four (4) exploratory courses can be learned in Grade 7 and a maximum of eight (8) in Grade 8. These exploratory courses might be taken in any of the component areas in TLE. Starting Grade 9, students shall have enrolled in specialization courses they wish to enroll based on the exploratory courses they have taken in Grades 7 and 8.

When the child pursues Technical Drafting as his specialization in Grade 9, he has to continue this until grade 10 since Technical Drafting requires 320 hours of training. Once taken for 2 years, the child will be eligible for assessment in Technical Drafting under TESDA. Only the courses taken in Grades 7 and 8 exploratory courses will the child be allowed to take

FEATURES

the specialization courses starting Grade 9.

In Senior High School (SHS), the TVL track requires another perspective at looking at it as compared with the other tracks and strands. Each subject requires 80 hours per semester. TVL courses are identified on the number of hours per specialization.

Say, Cookery requires 320 hours, when translated to the number of subjects in comparison to other strands, this subject is tantamount to four (4) subjects; that is, 320 hours divided by 80 hours.

If in other tracks, there are 9 specialized subjects, we still lack 5 more subjects.

Thus, combination courses on related strands are grouped together. Food and Beverages Services (FBS) demand 160 hours for its completion. Translate it to the number of subject; this specialization consisted of 2 slots. Still, inadequate for the TVL specialization. Another specialization, Bread and Pastry Production (BPP) which consists of 160 hours is also equivalent to 2 slots.

The remaining 80-hour slot is for the Work Immersion to complete the nine (9) specialized subjects.

09

Expertise of teachers is a requirement in its implementation. It is not sufficient that teachers have specialization in their undergraduate courses but rather should possess National Certifications (NCs) from various qualifications.

On teachers’ skills inventory, it is essential to identify and determine the skills of TLE teachers. TLE is a skill-oriented subject. Teachers should be equipped with the necessary skills or technical know-how on the four components of the subject. Teachers can never be effective and efficient in imparting skills if they themselves are not skillful and knowledgeable on their field.

The teacher should adhere to the learning principle, “learning by doing.” Students would only learn when they are exposed to experiential learning, doing things by themselves through the proper guidance of the skillful teacher. Teachers should first manifest the skill through proper demonstration.

Availability of learning resources and facilities would make learning TLE more realistic, relevant and responsive. The offering of specialization courses should

meet certain requirements for learning and development or acquisition of skills only become feasible. For skills to be mastered, teachers should also utilize various techniques that would meet the diverse personalities of students.

Support from administration and stakeholders encompass participative leadership which provides avenue among TLE teachers to air concerns or issues that directly affect them in the implementation of the program. Recognizing the efforts of the school heads in the establishment of needed facilities and equipment will boost teachers’ desire to accomplish the desired learning outcomes.

Consequently, when they see positive support from the management, teachers themselves will find ways to create a learning milieu contributory to the holistic development of the child.

There must be periodic monitoring and evaluation in the implementation of the curriculum. This provides relevant feedback; either positive or negative to further improve its implementation.

Establishment of linkages/ networking is an important aspect of management. This

recognizes the idea that no man is an island. Meaning, as the TLE program is implemented, stay connected with all the stakeholders for they are the partners in providing our learners the education they deserve.

Curricular offerings should also meet societal demands.

If the society needs skills development for local or global manpower without necessarily undergoing a rigorous training at the technical school for postsecondary education, the school head should tap teachers’ potentials/ skills to exhibit/develop in the students the essential skills for self-sufficiency and employability after completing secondary course.

Understanding students’ needs would help the school heads on what skills should be developed among students for social transformation, vocational efficiency and self-sufficiency. The main reason for any curricular reform is the realization that existing program leads to the actualization of any single Filipino child. Thus, to address the pressing needs in the implementation of TLE subject makes the successful delivery of learning outcomes.

Roderick A. Tadeo

10

LITERARY

LAB

Roderick A. Tadeo

Story

In preparing for the performance task, Tecu and Lugie are busy reviewing their lesson.

Tecu: What does this activity benefit us?

Can we not skip doing this; Instead, let’s enjoy playing and do some stuff.

Lugie: I’m also thinking that. But imagine if we will not perform the requirements given to us?

What might happen to us?

Tecu: That, I do not know. As you know, I’m a care-free buddy.

Lugie: That I am certain…. We will fail in our subject. Do you want to take this subject again?

Tecu: No! I don’t want to fail this subject. I want to pass this subject with you because right now I AM FALLING for you.

When

SCOTCH Roderick A. Tadeo

meets

BERRY

His laptop has almost utilized its memory; it prompted Scotch to save and reformat his laptop but he lacks the needed skill.

Scotch: I have my deadlines to meet to submit my requirements. Why now that I am in a hurry to accomplish everything that my laptop requires repair?

Berry: Your laptop memory is almost full.

Don’t you know how to fix it?

Scotch: No. I was not able to master my teacher was teaching me on troubleshooting. I regret why I was not serious in our lesson.

Berry: Now, you see the importance of possessing the appropriate skills which are relevant to our daily lives. I can help you fix your computer problem.

Scotch: You’ save me in doing my project. I can also help you in other ways.

Berry: No worry. What are friends for?

Roderick A. Tadeo

Flash: Kindly put this kitchen refuse to the garbage pit. I just used the kamote tops for our sinigang.

A Day with

Flash and

SKY

Sky: My oh my. You don’t have any idea. You really have to throw these?

Flash: Is it a big deal? These are just wastes.

Sky: Dear bro, you and I can help save our environment through our little gestures like planting the leftover cuttings in the backyard to produce kamote tops whenever we need them again.

Flash: That’s a brilliant idea! I can use our lesson in plant propagation to help produce nutritious vegetables, at the same time helping solve climate change through planting.

FEATURES

11

YUMYAM! YUM YUM Vegetable gardening at Ilalim Elementary School became a gigantic challenge since the school has a very limited area (approx.70 sq.m. in different garden areas) to cultivate plants.

The soil became very poor in nutrients since the school was frequently flooded during rainy seasons, turning it into a muddy-sand soil quality. In order to maximize the garden area and grow crops in a low quality soil, Ube (Purple yam) was planted along the school perimeter.

Dioscorea alata, known as purple yam (UBE) is a species of yam, a tuberous root vegetable. Ube thrives in dry humid places with light- textured soil, preferably sandy loam or silt loam soil

with good drainage. It can grow almost in all kinds of soil and requires very low maintenance from cultivation to harvesting.

The school began its cultivation last April 2018 as a trial, to see if the crop will give a considerable amount of harvest. From the 25 seedlings that were planted, the school harvested around 15 – 20 kilos of Ube last December 2018. A sample product was presented to the visitors as Ube Halaya from the previous benchmarking of

Sta. Rita High School teachers last January 2019. It was also presented to the teachers, parents, pupils and personnel of Ilalim Elementary School.

The school continued its cultivation as part of the Gulayan sa Paaralan Program and Project SIGLA innovation.

The second batch of crops were harvested last December 2019 and turned into treats such as Ube Pastillas, Ube Halaya, and Ube Ice candy. A team from the intermediate class, specifically the EPP/ TLE club handled the candy making with the supervision of the GPTA as helping hand to produce products that can

癒しの力

(The Power of Therapy) One of the goals and objectives of Mabayuan Senior High School is to strengthen partnership and linkages with stakeholders who have the passion of improving Mabayuan Senior High School. One such linkage is ACTION.

Mr. Hajime Yokota ACTION President

“A Child’s Trust Is Ours to Nurture”

ACTION is a non-government organization involved in programs and services that promote the survival, protection, development and participation rights of marginalized children and other sectors. It entered into a Memorandum of Agreement with Mabayuan Senior High School under the administration of the School Principal, Ms. Carina L. Roxas, during the First Semester of 2018.

ACTION, stands for “ A Child’s Trust Is Ours to Nurture”, and was founded in 1994 by a Japanese National, Mr. Hajime Yokota, current member and former president of the Rotary Club of Metro Olongapo.

ACTION’s flagship program Chikara (Power) Program aims to equip children in the residential

facilities with knowledge, skills and attitude to improve their self-esteem and prepare them to support and take care of themselves upon returning to their families.

The ChikaraProgram expanded its services in 2015 by offering new training in the form of Massage Therapy.

The Project Name of ChikaraProgram is called IYASHI NO CHIKARA (Power of Therapy). It provided support to the Wellness Massage students by conducting seminars and giving supplies and materials needed in performing massage such as the herbal oil, alcohol, automizer, bed sheet, draping towel and blanket.

As part of the agreement, the Wellness Massage Teacher must undergo free training and

be sold in school as income generating project to augment the financial needs of the school especially in improving the School Vegetable Garden.

This also gives opportunity to the pupils to practice their skills in entrepreneurship by selling their own harvested products.

The ube project will give an avenue to the pupils, parents and teachers to learn and love agriculture (urban gardening) by identifying the most appropriate crop that can be planted in a specific location. | Ralph Fael P. Lucas review in preparation for the Department of Health Massage Therapy Licensure Examination.

She will be observed and monitored every week while she gives daily training reports about the lesson discussed.

The First Commencement Exercises-School Based Massage Training of the Grade 11-Home Economics Combo-3 was held at ACTION CHIKARA Project Studio last April 1, 2019. Part of their program is the awarding of certificates and kits to the students. The School Principal of Mabayuan Senior High School, Ms. Carina L. Roxas gave the opening remarks and the welcome remarks was delivered by the Executive Director of ACTION, Inc. Ms, Lani Bayron-Llanes, RSW while the inspirational message was given by the top three men of Olongapo City, Mr. Ben-Hur B. Baniqued - TESDA Zambales Provincial Director III, Roderick A. Tadeo - SHS Focal Person/EPS/ TVL Supervisor, and Mr. Paquito S. Figuero - District II B PSDS . The program ended with the serving of food and drinks. | Belinda Calizar

12

FEATURES

Tapinac Elementary School’s ‘Ukay-Ukay for a Cause’ is an income generating project of Edukasyong Pantahanan at Pangkabuhayan/Technology Livelihood Education Club officers which was proposed by the TLE Coordinator Ms. Angelina R. Dabu.

The proposal was submitted ceremony. After a week-long to the Schools Division campaign about the project, Office of Olongapo City last an outpouring of donations December 2018 and was of pre-loved stuffs came every approved and released on day from different grade level March 2019. While waiting students and teachers. The for the approval of the project donated goods from parents proposal, the proponent were kept at the Home together with the EPP/TLE Economics room.

Club officers conducted a Upon receipt of the room to room announcement approved proposal, the to discuss the project and its project was launched in the purpose to the students and school with the guidance and to the parents during flag support of the School Head

UKAY-UKAY FOR A CAUSE Mrs. Levy S. Balbarona. She designated a place where to put up the store for the project. The event started on March 11, 2019 until the last day of classes. A pre-inventory was prepared before the opening of the Ukay-Ukay project.

The pricing and tagging was done by the Club officers. The proponent prepared and submitted all the financial statements and documents to their school head for transparency.

The said project promotes environmental awareness by way of reusing, reducing and recycling. It is expected that

this will generate funds for the repair and purchase of H.E. tools and equipment that are needed in skills enhancement and practical training of the Tapinac Elementary School Grades 4-6 students. This project aims to finance the necessary expenses for the improvement of Tapinac Elementary School Home Economics room and the procurement of needed tools and equipment.

Ukay-Ukay for a Cause will be a sustainable income generating project of EPP/TLE Club for the years to come. | Angelina Dabu

INNOVATION

through TeLe-INSTRUCTION

Education and television are two items that we thought diverse in nature.

We see television as one of clear, high-resolution images the barriers in learning and it and video to the students. makes people unproductive The problem with this at school and at home. But technology, specifically to with the advancement of educators is its portability. education and technology, Bringing LCD projector this concept has changed. weighing about 5.1 pounds, The use of Liquified Crystal the projector screen weighing Display or LCD projector 14.15 pounds, laptop & has been widely used as an extension cords, will need at instructional-aid in different least two persons. In addition, parts of the globe, making the travel time from one place to presentation of lessons more another with set-up time also attractive, lively and engaging consumes valuable teaching for students. It is becoming time. a standard fixture in many In the year 2016, Mrs. private and public schools here Trinidad B. Delos Santos, in the Philippines. Teamed Teacher III of Kalalake National with a computer or a laptop High School, initiated the use with speaker for audio, LCD of LED (Light Emitting Diode) projector display, it delivers a Television in her project

innovation entitled “TeleInstruction” as an alternative technology to LCD projectors.

She noticed the positive results of this technology and its impact to the teaching & learning process that makes it an efficient and effective approach for educators.

Carrying a 32 inches LED TV doesn’t require many hands to transfer from one classroom to another; it is easier to set-up and has a built-in speaker. As a result, students become more attentive with each lesson and can easily understand the instruction or the step-by-step procedure since they are watching the actual video demonstration.

When Mrs. Delos Santos saw the benefits in teaching

Technology and Livelihood Education (TLE) through the use of LED TV, she proposed an income generating project and activities in the school for the purchase of a 32 inch LED TV for every TLE teacher.

With the support of their principal, Mr. Ricardo M. Aggabao and their Head Teacher, Mr. Zosimo A. Mendoza, they successfully acquired six units of LED TV. To date, TLE teachers in Kalalake National High School are now using LED TV in delivering their lessons for a more effective and efficient way of engaging the new generation of students gain knowledge and skills. |Marvin Jay Rosapapan

FEATURES

MS HS

13

Spa Salon

Mabayuan Senior High School is committed to transforming assets through strong determination in achievement of excellent outcomes.

Its existence is influenced

by Project SHARE (Soaring High in Achieving Responsive Education).

After one year of being accommodated at Gordon Heights National High School under the administration of Mrs. Gemma Flores, the Mabayuan Senior High School relocated to its newly constructed MSHS building at Otero Avenue, Mabayuan last July 25, 2017. It was turned-

over to the able hands of Dr. Roderick A. Tadeo, EPS/ OIC-School Administrator of MSHS. Some of the classrooms were divided into two to accommodate all learners of Grades 11 and 12 and to establish functional laboratory rooms for TVL offerings.

One of the converted TVL laboratory rooms was the Home Economics Combo-3 Laboratory. This laboratory

is a 3-in-1 industry concept laboratory, tagged as “MSHS Spa & Salon” where learners can perform Wellness Massage, Beauty Care/ Nail Care and Hairdressing Services in a real-life scenario environment.

To prepare, enhance and hone the skills and knowledge of the learners they must be trained through simulation of their work in accordance with the industry standards and

competencies.

The learners must undergo various hands-on activities and trainings through culminating activities designed to equip them with lifelong skills.

They also participated in the Division Technolympics to showcase their talents and skills in Wellness Massage, Beauty Care/Nail Care and Hairdressing by putting-up a “Mini-Salon”. | Belinda Calizar

Empowering TECHVOC:

OCNHS Exhibits TLE Skills and Competencies Carolina O. Barrera

“Technology and Livelihood Education focuses on the holistical development of the life skills of students” As a means of showcasing skills expertise, Olongapo City National High School’s TLE (HE and IT) Department spearheaded a Culminating Activity with the theme: “Empowering TECHVOC thru demonstrations, showcase of crafts and marketing of goods thru TLE learned competencies” on March 8, 2019 at Olongapo City National High School.

STATEMENT OF PURPOSE The activity aimed to: (1) showcase the learning and competencies gained from all TLE Courses in Grades 7 to 10; (2) entice and inform students about the TLE courses for the incoming Grade 9 and 10 students in preparation for their SHS courses; (3) develop the students’ self-image and confidence in demonstrating skills through their TLE Courses; and (4) market

unfamiliar courses to all students for them to choose correctly when they enroll in their specialization courses.

SKILLS EXHIBITION Selected outputs/projects from all levels and courses were displayed and sold.

Cookery students prepared and sold their products such as cookies, simple snacks and even viand for lunch. Several Grades 7 and 8 students had their nail care service booths,

displaying the following stalls: cleaning, manicuring and hand massaging services that ranges from Php 10.00 to Php 20.00.

TechnoQuiz was also conducted wherein participants were asked to name/identify the tools/ equipment/materials from all courses were being flashed.

One of the highlights of the said activity was the search for Mr. and Ms. Technology 2019, where the participants were asked to wear the outfit of them they wanted to take in the future and defend their answers. Winners for this category came from the

Technical Drafting course for the Ms. Technology and a participant from Agriculture course exited as the Mr. Technology 2019.

PEOPLE BEHIND This activity was under the chairmanship of Mrs. Keith Gretchen Lumibao Corum, TLE-HE Club Adviser, with the guidance and close supervision of Mrs. Carolina O. Barrera, SSHT VI. SKILLS EXHIBITED OCNHS just exhibited TLE skills and competencies as a way to empower TECHVOC not only in OCNHS but also the Schools Division Office of Olongapo City.

14

FEATURES

A Self-Sustaining school AN IN-DEPTH LOOK AT THE BROILER PRODUCTION OF IRAM ELEMENTARY SCHOOL

Broiler production or the raising of chickens for meat is a project that has presented many opportunities for Iram Elementary School. It was conceptualized as an income generating project by the EPP Coordinator Christopher C. Otiong, an Agriculture Major, and Mrs. Jennifer Jayne V. De Julio, School Principal, to produce funds for the EPP contests and to augment the Gulayan sa Paaralan Program .

In December 2018, the first has not only yielded 15% of Landscaping Activities) batch of 45-day old chicks raised profit in just six weeks but also competition. in the school, with Mr. Otiong helped the school improve the The school is now on its as project in-charge. During the teaching-learning experience third batch of raising chicks first batch of broiler production, in EPP/TLE as an avenue for and is planning to improve problems arose like the amount actual learning scenarios and this project by raising layers of food intake, temperature authentic learning. It has to produce fresh eggs for the control and proper animal waste also provided the school with school feeding program as an disposal. Innovative solutions organic fertilizer which is being addition to the chicken meat. were adapted like experimenting used in the school gardens. Chicks will also be raised to with the proper ratio of food Likewise, it has provided the be sold to the community at intake, vitamins and water. community with home grown an affordable price. Livelihood Temperature for the chicks was chickens which they can buy at training on broiler production also monitored and the animal an affordable price. In addition, will be conducted to orient wastes are used as an organic it is one of the reasons why students, teachers and parents fertilizer for the Gulayan sa Iram Elementary School ranked to help them start their own Paaralan.

3rd place in the Project SIGLA homegrown business.

Broiler production is a very (Strengthening Implementation lucrative venture because it of Gulayan sa Paaralan and |Christopher C. Otiong

u

k a b t eHAN KABUTE sa Paaralan

Mushroom has been valued throughout the country as both food and medicine for centuries. It is known to be rich in nutrients.

Mushroom contains less fat, compared with meat but rich in proteins and carbohydrates. Its fat substance is predominantly among unsaturated fatty acids. These minerals are good for the cardio-vascular system.

Mushroom is increasingly various technologies in Master Teacher I, which was good source of food and will gaining acceptance in different growing mushroom like using called Kabutehan sa Paaralan. provide additional income cuisines and in everyday dried rice straw, water lily, In this project, dried banana to support the families and consumption. It has been banana leaves and paper. leaves and papers are used promote positive and effective used in ordinary people’s Gordon Heights II to produce mushrooms easily small business practices. kitchen and even around the Elementary School conducted and quickly. The school also world. an income generating project educated the community on Per research, there are headed by Henry T. Pasion, mushroom production as a |Henry T. Pasion

FEATURES

15

Free Foot Spa, Head/Hand/Foot Massage, Mani-Pedi For All Teachers during The World Teachers Day Celebration In Old Cabalan Integrated School Last September 12, 2018 the TLE CLUB President Jewelle Jane Magno submitted a letter of request asking permission from the school principal, in allowing the Beauty Care class in cooperation with the TLE Club to conduct a Free Foot Spa, Mani-Pedi services to all teachers. This letter was noted by the Head Teacher I and approved by Madam Josephine A. Lising, School Principal. This event was conducted to pamper and treat the teachers’ tired feet and hands during the World Teachers Day celebration in school.

The World Teachers Day a free foot spa, head/hand/ celebration was held last foot massage, manicure and October 5, 2018 in the pedicure and hair styling.

OCABIS Campus. As early The TLE Club officers also as 6:30 a.m. the TLE Club made a donation box for the officers set up their Beauty purchase of supplies and Care booth in front of the TLE materials, to replenish the Building. Teachers from the foot spa supplies that were elementary and high school used and consumed during department were serviced for the event.

WORLD TEACHERS DAY: FREE BEAUTY CARE SERVICES

Graciella Pilaza

Beauty Care's BriGANDA Eskwela

Graciella Pilaza

WRITTEN BY

The Old Cabalan Integrated School TLE Club under the leadership of the Club President Jewelle Jane Magno spearheaded the Beauty Care BriGANDA Eskwela, a two-day event for 2019 Brigada Eskwela last March 1 and 8.

They offered beauty care Foot Massage, Manicure, services to teachers and Pedicure and Nail Art. parents through the efforts The event served as the of the Beauty Care class culminating activity of the of Ms. Graciella Pilaza, TLE Grade 9 Beauty Care class.

Coordinator.

The proceeds were turned The Beauty Care services over to Ms. Victoria Barrera, they offered were Foot Spa, faculty treasurer for the use Hand Spa, Back, Hand and of 2019 Brigada Eskwela.

The Journey of NC II Passers

Joana Carla L. Alejo

Knowing and valuing the true to life experiences of National Certificate (NC) II student passers is essential. So that we will have a glimpse of what inspiring moments have gone through the assessment, the challenging practices in preparation for the assessment and the rewarding experiences after the assessment.

One of the common responses of NC II passers was being nervous at first because of the amount of time and effort needed to review alongside other academic requirements from their other subjects.

“During our assessment, I have experienced so much fear, of failing. But then I realized that for me to overcome that fear is to pass the assessment. And so I used that fear as my strength to succeed.” – Leonard Guinto, NCNHS- Technical Drafting NC II passer, SY 2018-2019 “The challenging moment for

me that time was that I didn’t even have much time to review for my assessment because as a working student, I work in graveyard shift and go to school at daytime. It was hard for me to make it possible but i did.”- Chin Sarne, MSHS-Massage Therapy and Beauty Care NC II passer, SY 2017-2018.

Aside from the nerve wracking experience they had, the NC II passers also faced some challenges in preparing for the assessment and these, motivated them to do their best.

“The challenge for me was

memorizing the Massage Variations, its sequences, the endangerment sites and pulse sites.” – Juvylyn R. Salak, MSHSMassage Therapy NC II passer, SY 2018-2019.

“The challenging part before the assessment was to study each lesson covered from my subject in Technical Drafting and practice my skills in manual drawing and AutoCAD by doing all the activities given to us by my teacher.” Norman Austria, NCNHS-Technical Drafting NC II passer SY 2018-2019 “The financial burden needed

to pay for the Assessment Fee and not having enough time to prepare for the assessment were my most challenging obstacles .”

– Zailenne Joy Barretto, NCNHSAnimation NC II passer, SY 20182019 Keeping a positive mindset, staying motivated and being aligned with their goals helped the students overcome the challenges that came their way. With relentless support from their school, trainers, and encouragement from their parents, they are now enjoying the fruits of their labor.

FEATURES Sanay- Guro: The Significance of Trainers Methodology I as SHS’s Qualification Standard for the TVL track Wilbert C. Venzon, LPT, MBA SHS TII, NCSHS

Republic Act No. 7796 commonly referred to as Technical Education and Skills Development Act of 1994, Section 22 states; “Establishment and Administration of the National Trade Skills Standards” mandates TESDA to establish national occupational skill standards. The Authority shall develop and implement a certification and accreditation program in which private industry group and trade associations are accredited to conduct approved trade tests, and the local government units to promote such trade testing activities in their respective areas in accordance with the guidelines to be set by the Authority. Trainers Methodology Level I consists of competencies a TVET trainer performing functions of trainer and assessor must achieve. A TVET trainer is a person who enables a learner or a group of learners to develop competencies in performing a particular trade or technical work. It comprises qualification which includes the basic competencies and core competencies that a person must achieve to be competent as TVET Trainer/Technical Trainer, Training Facilitator/Coordinator and as Competency Assessor.

In 2016, the Department of Education released DepEd Order No. 3. s.2016 the hiring guidelines for Senior High School (SHS) teaching positions qualification standards (QS) for the TechnicalVocational Livelihood (TVL) Track.

To be able to get Teacher II (SHS, SG12) position the applicant should be a degree holder; or a graduate of any technicalvocational courses in the areas of specialization and with at least NC II + TMC I certificates.

Later, the agency amended the Qualification Standards, as per DepEd Order No. 51, s.

2017 due to complaints received from TVL teachers nationwide because of its high qualification requirements in which teacher applicants cannot acquire a Master Teacher position. Jesus

BNHS: Cradle of NC II Passers. Barretto National High School is one of the producers of National Certificate II passers in the Schools Division Office of Olongapo City. Although the said certification is not a requirement for junior high school completion, it is with pride that BNHS pushes and supports its students to become skilled and competent learners.

Through the years, it has produced NC II passers in Massage Therapy, Cookery, Technical Drafting, Computer System Servicing, House Keeping and Beauty Care. These are the specializations offered for Grade 10 students.

Through the shared efforts of the school, parents and the community, 100% of the learners

L. Mateo, Undersecretary of the Department of Education, in his letter dated April 21, 2017 submitted to the Commission for approval the proposed amended experience and training requirements for the Senior High School (SHS) teaching positions in the Technical-Vocational Livelihood (TVL) Track. As represented by Undersecretary Mateo, the training requirement for the TVL track rendered appointments to same positions impossible as “some specializations offered by TESDA are only up to NC II and/or TMC I”. He further represented that the NC II and TMC I requirements were discussed at length with the Technical Education and Skills Development and Qualification and Standard Office. As a result,

the training requirements were lowered to ensure that appointments are possible for all subject positions under the TVL track with corresponding increase in experience requirements for the overall QS of SHS TVL teachers to still be comparable to those of the other tracks. This approved QS amendment helps teachers from TVL track to engage themselves in the preparation of their application.

Being aware of the importance of a Trainers Methodology Certificate, SDO-Olongapo then endorsed a number of TLE/TVL Teachers from Senior High School via Regional Memorandum No. 175, s.2018 to undergo training and assessment of TMC1. A capacity building program was held at NEAP Region 3,

~BEST PRACTICESOFOFBNHS BNHS~ BEST PRACTICES

take the TESDA assessment at the end of the school year.

Intensified TLE Classes. TLE Classes in Grades 9 and 10 are held two hours per meeting, which is still equivalent to the required four hours weekly.

Through this method, the teaching and learning process is improved as students get to have sufficient time to finish their individual and practical activities. It also provides the teachers the right amount of time to guide and hone the skills of the students.

Specialized NC II Teachers.

Teachers handling Grades 9 and 10 are all NC II passers.

In this way, the school assures that the teachers are well equipped and are very competent in their

respective specializations.

These specialized teachers are trained and knowledgeable in the actual TESDA NC II Assessment.

Transfer of knowledge is possible when knowledge is existing.

Advanced TLE Laboratories.

Each specialization has its own laboratory room and each laboratory is equipped with the adequate needs required in each TESDA Training Regulation. The facilities and equipment are provided through approved project proposals and are duly funded by the School MOOE. Institutional Assessment.

The school conducts institutional assessment before the actual TESDA Assessment to ensure 100%

Pulungbulu, Angeles City, Pampanga last November 10-18, 26-30 and December 1-6, 2018.

Maureen Bueno from Barretto National High School, Sherilyn Lucero and Ranica Mae Dela Cruz from New Cabalan National High School- Senior High School and Janssen Aguilar of Olongapo City National High School were among the teachers endorsed for a free training and assessment conducted by DepEd Region III. Also, Dr. Arlene Dave and Hilda Padesterio from New Cabalan Senior High School availed the Trainers Methodology I free training and assessment sponsored by GIS Institute of Technology in San Marcelino Zambales. All teachers mentioned passed the assessment and now TM1 certificate holders.

Passing Rate of the students.

Stakeholders Sponsorship.

Through the consistent involvement of Parents and stakeholders, the meals and snacks of the students taking the assessment are sponsored.

Teamwork.

The school believes in shared responsibility not only in school programs but most importantly in student achievement.

All these are possible through the collaboration of the school administration headed by Dr. Soledad E. Pozon, faculty, parents, stakeholders and the community.

| Jayson Joaquin MT I, BNHS