Case Study SHS Problem

Case Study: SHS Problem
Challenges Encountered in the Implementation of the Education Program among Senior High School Student in
The Philippines (2021) qualitative study by Patricia Mae Gurobat and Jenevieve D. Lumbu-an.
“Based on the study findings, students perceive the new curriculum as a significant burden, with the top
challenges of having more years in high school, lack of assistance, and learning facilities. They also agreed on the
benefits of the new educational system, which include more knowledge and learning, increased competency and
future career chances.”
Implementation of the Senior High School program in public schools in Pampanga, Philippines (2020) by Gamboa
et al.
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Salandanan (2015) defined that the learning environment includes school facilities, school population,
productivve classroom atmosphere, classroom management and discipline, and attributes of an effective school.
The availability of these things is an important support and influence on the learning environment. However,
Crisol and Alamillo (2014) emphasized that there is congestion in educational programs. Meaning, the classroom
size is smaller as compared to the population of the students. In such a case, the activities and tasks are not being
done properly due to this constraint. Such a finding supported by Estonato (2017) who found out that facilities
and instructional materials are the common problems in implementation.
Satisfaction of Senior High School Graduates on Senior High School Tracks: Opportunities and Challenges (2019)
by Josephine Tondo and Myla Detecio
To note, in the Philippines, insufficient school facilities have a negative impact to the student performance and
achievement (Limon, 2016) The participants of this study have noted the following challenges: limited educational
facilities and not well-ventilated work spaces. For educational facilities, most accounted that there were “limited
books, computers, visual aids, and internet access”. The work spaces such as “study area”, “classrooms”. “libraries
and laboratories” were non-conducive for learners. Ahmundo et al. (2018) mentioned that school facilities serve
as one of the key defining element to safeguard quality education. If school and learning facilities are not properly
maintained and managed, there is a possibility that it will affect the satisfaction as well as the academic
performance of the learners.
Employability of Senior High School by Mark Llego

https://www.teacherph.com/employability-deped-senior-high-school-shs-graduates/
The PIDS Discussion Paper Series No. 2020-40 entitled On the Employability of the Senior High School Graduates:
Evidence from the Labor Force released in December 2020 confirmed the results in the earlier study that only a
small proportion (a little over 20%) enter the labor force and most of them (more than 70 percent) continue with
their education. Furthermore, there is a need to continue working with employers informing and demonstrating
to them what SHS graduates can do and eventually clearly defining the right niche for them in the labor market.
In 2019 and 2020, the Bureau of Curriculum Development (BCD) conducted a National SHS Tracer Study – a mixed
methods research, which aimed at determining the curriculum exits taken by learners after having graduated
from the Senior High School in SY 2017-2018. A majority of 82.67% of the graduates pursued higher education
while 10.22% got employed. Only a small percentage engaged in entrepreneurship (1.30%) and middle-level skills
development (0.42%). 5.39 % of the graduates did not pursue any of the exits after SHS graduation.
[Facilities supported data]
Among those who proceeded to higher education, the majority were from the Academic track accounting for
42.3% of the graduates, followed by TVL track graduates at 24.8%, Arts & Design track graduates at 0.3%, and
Sports track graduates at 0.2%.
The SHS TVL track graduates registered the highest from those who got employed at 9.7% followed by the
Academic track graduates at 6.2%, then Arts & Design graduates at 0.03%, and Sports tracks graduates at 0.02%.
Aside from government support, PBED expressed its commitment to convince private business and industry
companies to open their doors to K to 12 students and graduates through work immersion and employment
opportunities. This was made possible through the “First Future” Program of PBED where it studied the
employability of the Senior HS graduates. Data showed that “3 of 5 companies are open to hiring K to 12
graduates while 1 of 5 companies are ready to hire given available facilities and current hiring policies.” PBED
announced that over 19,000 entry-level jobs and 400 work immersion positions for senior high school graduates
and students have been opened and made available for K to 12 graduates.
[Start-up data]
The involvement of more industries, firms, and labor sectors will surely aid the growth process of SHS students.
Active participation of the said stakeholders can be foreseen as a sign of better employment opportunities and
realistic upskill. Skills education, with regards to competency development, shall then be introduced to the
practical and “real-world” requisites of the labor force through direct experience-based insights provided by the
sectors to be involved.
Senior High School Curriculum in the Philippines, USA, and Japan (2016) by Danilo Sarmiento and Ronald Orale
The K-12 program is a more potent educational model compared to the old curriculum of basic education in the
Philippines. Students can prepare themselves for a more rigorous training in the higher education or go
immediately to employment or be an entrepreneur. Being new in the Philippines, it is marred with issues such as
lacking qualified teachers and the much-needed facilities for use in the highly specialized courses, specifically at
the SHS level.

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Case Study: SHS Problem

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Employability of Senior High School by Mark Llego

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