GRADUATES OF THE K-12 CURRICULUM UNDER

TVL STRANDS IN THE DIVISION

OF MASBATE CITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 311-321
Document ID: 2023PEMJ963
DOI: 10.5281/zenodo.8191263
Manuscript Accepted: 2023-26-7
Psych Educ, 2023, 11: 311-321, Document ID:2023 PEMJ963, doi:10.5281/zenodo.8191263, ISSN 2822-4353
Research Article

Graduates of the K-12 Curriculum Under TVL Strands in the

Division of Masbate City
Chinky Mae G. Paladio*, Morena C. Buayan
For affiliations and correspondence, see the last page.
Abstract
The curriculum outcome of the TVL track equips the graduates with job-ready skills that are essential
as they join the workforce. This study was conducted to determine the jobs that the graduates landed
to, its relevance to the TVL strands, the sufficiency of their remuneration and job fulfillment, and
the future opportunities that the graduates from academic year 2017-2018 in the Division of
Masbate City look forward to. Two (2) graduates per TVL strand, completing the twenty (20)
respondents were purposively chosen. This study revealed that respondents are employed in different
types of job. Majority of the respondents’ jobs are irrelevant to the TVL strands however, the said
irrelevance do not directly affect the status of their job fulfillment. Most of the compensation that
they receive are fairly sufficient. All of the respondents claimed that they desire to change their
present employment with other sustainable livelihood opportunities.

Keywords: k-12 graduates, TVL graduates, k-12 job opportunities

Introduction One of the concerns are the rate of unemployment

upon completing secondary school. In this regard,
DepEd created a Technical Vocational unit in the
The Philippine educational system underwent several Bureau of Secondary Education to intensify the TVL
amendments over the years adapting the changing track. The said track claimed that acquisition of the
needs of the learners. The K-12 Curriculum is skills and training lead to better livelihood. There are
designed to provide sufficient time for mastery of various strands offered under TVL tracks namely;
concepts and skills, develop lifelong learners, and Industrial Arts, Agri-fishery Arts, Home Economics
prepare graduates for tertiary education, middle-level and Information-Communication Technology. These
skills development, employment, and entrepreneurship strands offer different specializations that will help
[Psychological Association of the Philippines learners to advance in the field of livelihood projects,
(CHEd)]. In the year 2011, the implementation of the immediate job and/or entrepreneurship.The department
said curriculum started and the country harvested the of education claims that with the TVL track, graduates
first graduates of the senior high school program - will be armed with skills if they pursue relative
academic year: 2017-2018. courses and will have better credentials which will aid
them to be easily accommodated if they decided on
K-12 graduates, therefore acquired various skills and joining the workforce.
attitudes that are flexible and relevant enough to create
an innovation that will meet the demands of today’s In the Division of Masbate City, the TVL strands
offered are: Cookery, Wellness Massage, Computer
society. Relying on the concept that TVL tracks
System Services (CSS), Automotive, Fish Food
provides the combination of knowledge, practical and
Processing, Horticulture, SMAW, Dressmaking, and
social skills, this will pave a way on self-sufficiency.
Food and Beverage Services (FBS).This study is
Technical-Vocational trainings are accessible
conducted to provide information on the status of K-12
opportunities for individual sustainability which will
graduates under Technical-Vocational Livelihood
mark an economically productive community, and
track. The researcher further aims to present the
eventually, the country.
challenges faced by the graduates in the labor market
along education-job mismatch, remuneration and job
According to the Department of Labor and
fulfillment.
Employment, statistics show that as of April 2018, the
unemployment rate rose from 4.0% to 4.9% compared Research Questions
to the previous year. The Philippine Statistics
Authority also recorded that unemployed persons aged This study focused on the K-12 graduates under TVL
15 years old and over reached 4,147 in number. strands in Masbate City Division. In this regard, it
Relatively, 39.9% of which are junior high school answers the following questions:
graduates while 3.4% are senior high school
graduates. 1. What jobs have the graduates of the TVL track

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Research Article

landed to? criticisms funding for TVET dried up, with TVET now
2. Is the job they are currently in service to relevant to accounting for just 8 to 9 percent of World Bank
their chosen TVL strands? educational spending (Maclean, 2011).
3. What is the level of satisfaction of the graduates in
terms of sufficiency of remuneration and job Republic Act (R.A.) 10533, Enhance Basic Education
fulfillment? Act, commonly known as K-12 curriculum,
4. What other job opportunities that they look forward commenced its implementation last 2011. This act
to? declares the policy which states that every graduate of
basic education shall be empowered individual who
has learned, through a program that is rooted on sound
Literature Review educational principles and geared towards excellence,
the foundations for learning throughout life, the
Daloz (1990), emphasizes the need for educators in all competence to engage in work and be productive, the
disciplines to align course content and curriculum with ability to coexist in fruitful harmony with local and
the larger context of learners’ lives and the global global communities, the capability to engage in
issues that challenge them. These issues include: autonomous, creative, and critical thinking, and the
technological change, nuclear threat, geopolitical capacity and willingness to transform others and one’s
shifts, over-population, spiritual longing and self.
environmental degradation. He also asserts that part of
In accordance to R.A. 9155, the Department of
education should help learners to empower themselves
Education shall establish, maintain, and support a
and to take an active part in improving the world. A
complete, adequate, and integrated system of basic
hard work is essential to make connections between
education relevant to the needs of the people and
the everyday details of the learners’ lives and the
broader world in those details that will make a society. It is one of the main objectives of the
significant difference. In a technical and vocational department to provide an education that will promote
setting, dealing with global issues would help to quality education. Quality, therefore, entails meeting
broaden and enhance the learner’s experience. the needs of the society and to be able to meet the
desired ends, TVL tracks was given a substantial
The early prioritization of TVET was criticized on a focus. This track will pave the way for an ever brighter
number of grounds. Some pointed to the vocational future for young Filipinos by equipping them with
school fallacy (Foster, 1965). Based on studies in the learning that is not congested and seemingly up to
Gold Coast in Ghana, Foster questioned the link international standards.
between the vocationalization of education and the
needs of the labor market. He argued that the Congressional Commission on Education (EDCOM)
academic/vocational divide created under colonialism of 1991 assessed the Philippine Education and found
remained intact in the post-independence period, and out to that it is irrelevant, and insignificant to the
that academic qualifications were perceived to lead to social and individual needs. As a result, the
more and better opportunities in the labor market. Department of Education listed in the K-12 basic
There was a misconnection between the needs dictated education curriculum framework the needs of national
by labor force planning and the realities of the world & global community. Cited points are poverty
of work. reduction and human development; Strengthening the
moral fiber of the Filipino people; Development of a
Bank also began to question the cost-effectiveness of strong sense of nationalism; Development of
vocational education and the rate of return to productive citizens who contribute to the building of a
investments in TVET (Psacharopoulos, 1991; progressive, just, and humane society; Ensuring
Psacharopoulos and Woodhall, 1985). It was argued environmental sustainability; and Global partnership
that unless the policy environment for TVET was for development.
reformed, further investment would be an inefficient
use of scarce resources. It was argued that investment To better ensure sustainability and poverty reduction,
in basic education provided a much higher rate of the department increased focus on vocational
return than did investment in secondary (including education. The re-introduction of vocational and
vocational) and post-basic education, and this shift in technical education in high schools was imposed,
emphasis provided an economic rationale for which has been designed to give Filipino students
emphasizing primary education in the Millennium practical skills to gain employment after graduation – a
Development Goals as a consequence of these key component in tackling the high youth

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Research Article

unemployment rate in the Philippines. industrialization of manufacturing processes,

economic development cannot happen without
Although traditional applied technical education is still considering the Technical and vocational education
offered, more holistic educational programs and training (TVET). Since the work force in the
emphasizing emotional intelligence and personal current period without technical capacities and skills
development are assuming greater importance can hardly play its role efficiently. Thus, by taking into
(Goleman and Cherniss, 2001; Taylor, Marieneau and account the importance of such educations, the current
Fiddler, 2000; Spence, 1999). Blending or integrating research is conducted in order to detect the technical
different perspectives of learning can enhance and and vocational educational courses required by dairy
enrich education in diverse trade and skill areas, such production and edible oil production industries.
as welding, refrigeration, carpentry, auto body repair, Keeping in mind that these necessary amendments can
costume design, computer software application, also be drawn by changing from the focus on static to
cosmetology and aircraft maintenance. dynamic processes.

The changes culminate in new demands on future TESDA Secretary Joel Villanueva said, “Technical
employees and also find expression in conceptions of vocational education and training (TVET) will play a
vocational education; the vocational school has the central role in the new education model that prepares
responsibility to develop vocational flexibility for students for tertiary education, middle-skills
coping with the changing demands of the world of development, employment and entrepreneurship.”
work and society (cf. KMK 2000). According to Courses include automotive servicing, horticulture,
Wilsdorf, in this context not only the content of welding, consumer electronics, dressmaking or
learning is important, but also the way it is learnt tailoring, carpentry, food processing and beauty care.
(Wilsdorf 1991). Therefore, the vocational school has With such a strong focus on promoting technical-
not only the responsibility to teach vocational and vocational education, foreign providers who are
general learning contents, but also to enable the learner looking to work in the Philippines might want to
to think and act independently and responsibly consider how they can contribute to this development.
considering the demands of the vocational education.
The insight that the modern world of work requires the The need for globally competent workers in today’s
entire personality already found expression in the diverse and globally connected workplace cannot be
pedagogy decades ago. overemphasized. Nowadays, most employers for both
large and small organizations consider themselves as
Mupinga (2015) said that we are in a position today to international or global companies. These organizations
explain that we need two changes of paradigm in order seek employees who can function in a global
to match the requirements needed for coping in workplace, that is, employees who possess global
tomorrow’s world of work. This world is described by competencies. Today’s employers want new hires to
the formula of Industry 4.0. Firstly, we need to have technical knowledge related to the job, but that’s
abandon the concept that young people have to first not nearly as important as good teamwork, decision-
proceed with their general development before they making, communication skills, and the ability to plan
should engage in vocational development. These two and prioritize work (Adams, 2014). Therefore, global
developmental processes actually occur side by side competencies such as knowledge about the world--its
and not in consecutive order. Consequently, because of cultures, languages, and how its economic,
following this misconception, the care for early environmental and social systems work (Jackson,
vocational development has so far been neglected and 2010) -- are essential. In addition to innovative and
should become emphasized. Secondly, we need to creative skills, employees should be able to use
understand that narrow skills will no longer be information and communication technologies
sufficient for successful performance at the place of appropriately to access, manage, integrate, evaluate,
work. Instead we have to be in command of broad and create information (http://www.p21.org/). Since
competences which convey the ability of coping with technical and vocational education and training
increasing complexity and rapid advance at the place (TVET) programs supply employees directly into the
of work. workplace, it behooves us to ask how TVET is
responding to the needs of global economies.
According to Jabbari (2015) Education is not merely
provision of information from trainer to learner, but Naelga and Blane (2017) conducted a study in the
the point is that this person requires practical division of Misamis Oriental on the efforts made in the
educations for some of its tasks. By considering preparation for the full implementation of the Senior

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Research Article

high School in the year 2016. Critical to the success of

the grade 11 to 12 implementation is the identification Table 1. Respondents
of the technical-vocational track from among the four
tracks that can be offered for senior high school. They
determined the strands from the identified top three
specializations; they also partnered with the Public
Employment Service office (PESO) to identify the
type of industries that could be partners of SHS during
student-work immersion.

Sarmiento and Orale (2016) reviewed the literature on

the basic education curriculum, specifically the senior
high school (SHS) of the Philippines, Japan, and USA.
The results of the review show that the SHS
curriculum is intended to prepare students to enter into
college/university or to work in the industry or be an
entrepreneur. The Philippines has a clearer model with
at least 4 tracks and at least 10 strands. Japan has two
tracks in academics and tech-voc while US basic
education varies from state to state.Abarro (2016)
studied the factors affecting career track and strand
choices of students in the division of Antipolo and
Rizal, Philippines. Findings showed that most of the Research Instruments
grade 9 students selected career tracks and strands are
ABM, and TVL. The study used a survey/interview questionnaire
(Appendix A). The questionnaire was divided into 4
sections. The first section elicited their demographic
Methodology
information, the second part is a checklist which
focused on the TVL strand taken under senior high
Research Designs school, the third portion presented their acquired
TESDA certification/s and the last section dealt on
Qualitative and Quantitative methods were employed their present field or career status.
in this study. Qualitative research is a type of social
science research that collect and works with non- Data Gathering Procedure
numerical data and that seeks to interpret its meaning.
It helps us understand social life through study of The researcher interviewed the graduates. Business
targeted population or practice (Crossman. and office visitations were done during the process.
2018) Quantitative research, on the other hand, focuses
Statistical tool
on gathering numerical data and generalizing it across
groups of people or to explain a particular
Nonparametric procedures—based on the rank, and
phenomenon. (Calderon and Gonzales, 1993)The data
measure of central tendency was used for analyzing
gathered was utilized to identify the relevance of the
these data, as are distribution-free methods such as
graduates’ employment to their taken strands and to
tabulations, frequencies and percentage.
determine the level of satisfaction of the respondents
in terms of remuneration and job fulfillment.
Results
Participants

Two (2) graduates per strand were purposively chosen The results of the study on the Graduates of K-12
to be interviewed. Purposive sampling technique is the Curriculum under TVL strands in the Division of
deliberate choice of a participant due to the qualities Masbate City are tackled in this chapter. The data
that the p a r t i c i p a n t possesses. The gathered from the conduct of the interview are
subjects/respondents consist of the K-12 graduates presented, analyzed, and interpreted herein. The
with TVL strands, Academic Year 2017-2018, public themes identified along with the data include: (a)
secondary schools in the division of Masbate city.

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Research Article

status of the graduates’ employment, (b) job relevance

to their chosen TVL strand, (c) level of satisfaction
with remuneration, (d) job fulfilment, and (e) future Table 2.B. Present Employment Status of K-12 TVL
job opportunities. Graduates

Table 2.A. Status of the Graduates’ Employment

The table shows that among the graduates only one (1)
out of twenty (20) respondents pursued self-
employment while the others are employed under
different classification. Under the Labor code of the
Philippines, employees can enjoy the application of
their rights depending upon the status of employment.
One of them is self-employed however, she was also
an employee once but decided to practice her skills on
her own terms after acquiring costumers.

“Now, I do home service because I have few clients, I

can attend about two (2) to three (3) clients per day
and every session costs at most 350 pesos. I have more
earnings compared to what I received from my
previous job.” (Graduate – WM1)

However, some of them like being employed due to

the benefits they will receive from their contribution to
various insurance companies.

“There are several deductions from PHILHEALTH,

SSS, and PAG-IBIG but it is fine because it’ll be mine
Table 2.A shows that the respondents are employed in one day.” (Graduate-FFP2)
various jobs within Masbate City. There is a larger
number among the graduates whose work are in line Their employment status were anchored on the
with sales, fast food companies and skin clinics. discretion of their employers. Some opt to see their
Twenty five percent (25%) of the respondents are sales work performance prior to the regularization of their
attendant in different enterprises, another 25% are employment status. On the basis of contractualization,
crews in fast food chains and 15% are trained it involves companies giving workers temporary
therapists, skin and nail technicians in the skin clinics employment that last them less than six months and
then terminating their employment thereafter. One of
which are in rage nowadays. Noticeably, their
the graduates wanted to stay at her work for a longer
occupation are the prevalent establishments that
period but her contract will only last for six (6)
ventures in the city. Most of them stated that these months.
workplaces are the easiest to enterprise to apply and
get accepted.

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carry heavy objects as well, so I quit.” (Graduate-C1)

“I’ve been in tailoring before, but I resigned because
of the working environment.” (Graduate-DM2)
“If only I could stay for more working days, I could
“I have a working experience in welding, we were also
have gained more experience for my secretarial
trained about welding during our senior high school
abilities and practice more of my computer skills. I
years however, I only receive a meager salary. I
will also enjoy my salary more” (Graduate-CS1)
decided it is better to be a “boy”, besides it’s the same
heavy work.” (Graduate-AS1)
Relevance of their job to the TVL strands
Table 3.B
Table 3.A. Job Relevance to TVL Strands

Job matching has one of the most important challenge

of productivity. The mismatch is a situation of lack of
equilibrium or imbalances between the characteristics
of employees, like level or type of education
(knowledge), domain (field) or competences (or skills)
that does not fit to workplace requirements and
responsibilities. (Velciu, M. 2017). The table is an
outward indication of how the graduates’ TVL strands
played a role in their current employment. There is a
prevalent irrelevance in terms of the type of their skills
acquired from their strands and their present work.

The researcher recounts the relevance of their present

employment to their undergraduate education on table
3.B.

Thirty percent (30%) of the respondents’ present work

is highly relevant while 70% of it is not relevant.
Seemingly, their acquired senior high school skills
were not utilized nor developed within their present
labor market. There were several factors that affect the
relevance for the new entrants to the world of work.
The researcher asked if the abovementioned
respondents whose job is not suitable to their TVL
strands sought a job that will maximize their full There are jobs that may encourage them to fully
potential and some of them gave personal answers engage in their crafts. K-12 ensures that education and
such as: workforce function together. Job mismatch comes
along due to some inevitable factors. The researcher
“I have worked with the catering services since I have identified two of its kind: availability. Availability of
a background with cookery, but it didn’t work for me. I offered senior high school tracks and availability of
thought I’d help with the menus but they let me lift and job opportunities. The former speaks of the schools
that are situated on the rural areas. Most of them is
only offering one (1) track and the said track depends

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on the prevalent lifestyle of the residents. The

graduates then, were left with no choice but to Motorcycle mechanic, Facial and/or massage therapist,
embrace whatever track or strand is available. Sales and/or stock Clerk and fast food chain crew. In
Questions like, “Why did you choose horticulture as the light of the job relevance of the respondents, only
your SHS track?” and the common answer was, three (3) vacancies are in line under TVL track namely
automotive servicing and Therapist.
“Aside from GAS, it is only what the school offers. We
can’t afford to study in the city, so we grow with what This study is also a manifestation that there is a high
is available.” (Graduate-H1) percentage of mismatch between the undergraduate
training and the available job.
The latter is an outward indication of the cyclical
unemployment issue – unavailability of job Furthermore, their National certificate for various
opportunities for their skills. With less consideration competencies were generally not utilized in their
of their undergraduate training, they apply for the job current employment since most of the jobs are not
that has a larger number of new entrants’ hiring and relevant to their TVL strands.
higher possibility of acceptance.
Level of satisfaction with remuneration
“They’re hiring a saleslady so I applied for it. I just
have to perform in this job even though it’s not table Table 4.A. Sufficiency of Remuneration
2.2what I was trained for.” (Graduate-DM2)
“Whatever job is available, I applied for it.”
(Graduate-H2)

Some of them somehow didn’t feel the sense of pride

after graduating contrary to the claim of the K-12
curriculum. According to the Department of
Education, graduates of the said curriculum will be
equipped to join the workforce right away. However,
78.57% of the respondents said that they are in service
to their current job because they are just mere high
school graduates. In this part of the interview, the question was directed
to the sufficiency of the salary, profit, or honorarium
“I did not finish my studies, so I don’t think I can get that they are receiving on various bases. There is a
the job I wanted. Although it’s fine as long as I am noticeable difference on the way the graduates
employed.” (Graduate-FFP2) personally justify their satisfaction in terms of their
salary.
TVL Track senior high students will also have the
opportunity to gain actual hands-on experience Every respondent shared a light of their individual
through school-industry partnerships for technical- reality to back up how they give their own definition
vocational courses. The researcher further investigates of sufficient. The researcher themed their satisfaction
from the Local Department of Labor and Employment into basic needs, Family support and obligation, and
(DOLE) specifically with Local Government Unit - personal demands. One of the respondents deliberately
Public Employment Service Office (PESO) in line admitted that what she is receiving is meagerly
with the job availability within the city and their basic sufficient.
qualifications. This was done to further recount if the
TVL strands who offer technical skills, work “Honestly One hundred eighty (180) pesos daily is not
immersions and livelihood programs also have doors enough not only for me, but for my family. If we were
as their counterpart for the jobs that they should be to compute my daily expenses, my salary is so small to
into after finishing their senior high school program.
be called a salary.” (Graduate-DM1)
The data is consolidated from February, 2018 to
January, 2019. (Appendix D) She also said that her salary goes directly to her
mother. Since she receives meager salary, she often
The table depicts that among the job vacancies within
Masbate City, only four jobs are open for the
application of the high school graduates, these are

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ask for advance payment for the service she will

render.

Majority of the respondents describe their salary as worker and that of the job requirement, which can lead
“okay lang” (Just okay). They further discussed that to over education or under-education in that
their monthly salary can be congested on a budget. educational attainment is estimated as an objective
indicator called academic background. (Si-Jeoung and
“If I were to enjoy my salary it should be enough Sang, 2018)
however, I have to wire money to my parents.”
(Graduate-FFP1) Table 4.B. Job Fulfilment
“I have to give way for my older sister who’s studying
in college. That’s where most of my salary is allocated
to.” (Graduate-C1)
“I already have a child, Ma’am. That’s why my five
thousand pesos per month is enough for my baby’s
needs.” (Graduate-AS2)

For those who works on the fast food chain, their

salary depends on their working hours. They rely more
on their hard work and perseverance.

“I receive thirty-eight pesos (Php 38.00). It will be

The said study concluded that education mismatch has
enough if I work for longer hours. I often submit to
a significant role in job satisfaction. Whereas in this
overtime works so I could increase the amount on my
study, 60 % of the respondents were fulfilled with their
payroll.” (Graduate-FFP2)
jobs. Their fulfillment however, was based on various
“Sometimes I receive more that 3,800 pesos monthly.
factors such as service, salary, and nature of work.
It meets my needs but I want to continue studying
Some said that they are satisfied due to the
though I’m working. I adjust my duty to get higher compensation that they are expecting to receive at the
compensation so I could enroll in college next end of the month and otherwise. Others were fulfilled
semester.” (Graduate-H1) with the course of action that transpires in their work
environment. And some are satisfied with their work
One of the respondents who answered that her salary is
through the manner of serving their clients and the
substantially sufficient because she can buy not just
relationship they built within the corners of their
their daily must-haves but also their personal
workplace.
necessities. Working in a government agency made her
acquire a higher rate as compared to other graduates.
Future Opportunities
“I receive four thousand (Php 4,000) pesos every 15
Complacency is not an issue with the respondents.
days. It’s more than enough for me and I can help my
100% of them eagerly claimed that they allot full
family with it.”(Graduate-CS1)
consideration relative to the alteration of their present
Generally, the respondents are satisfied with their
employment.
compensation as long as it meets their daily needs.
Table 5.A shows that most of the graduates’ aspired
Job Fulfilment career do not match their TVL strands. While sixty
percent (60%) of the graduates claimed their
In reality, the knowledge, skills, and capacities fulfillment, they still envision a job that will lead them
required by specific jobs can be divergent from the to a more sustainable future. Most of the opportunities
human resources in the given workforce, and these that the respondents wish to pursue requires them to
differences are called job mismatch. Specifically, the continue their tertiary education.
job mismatch research can be classified into education
mismatch, skill mismatch, and subject mismatch.
Education mismatch is the level of discrepancy
between the educational attainment of an actual

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Table 5.A. Future Opportunities 15% wanted to become future teachers. Two out of the
20 respondents prefer to create and manage their own
business venture. Three (3) out of twenty (20) or 15 %
of the respondents stated that while they desire to
change their job, they still don’t have a clear direction
on the path they wish to take. However, they hope to at
least receive the minimum wage which is far from
what they enjoy in the present moment.

Discussion

The study shows that respondents are under various

status ofemployment rather than inclined to
entrepreneurship nor self-employment. Their works
are in lined with the in demand business and industry
within Masbate City. Moreover, majority of the
respondents’ jobs are irrelevant to the TVL strands
they took on their Senior High School period. Most of
the respondents receive fair and moderately sufficient
remuneration.

The job fulfillment of the respondents are dependent

on their personal point of view on service, and work
environment. Mismatch on their education and
employment do not directly affect their job
satisfaction. While majority claimed job fulfillment,
the whole population of the respondents claimed the
desire to change their present employment. However,
their TVL strands do not serve as a springboard to the
careers they aspire to have in the future.The study
Table 5.B appeals to address some particular entities that the
researcher offers to improve further the graduates’
status of employment and to create a work-
environment tailor-fitted to their skills and
trainings.Labor sectors and some partner agencies of
the Department of Education may consider providing
more work opportunities to the senior high school
graduates who wished to join the workforce.Surveys
may be conducted in the field to determine if the
contextualized tracks offered in the Senior High
School program is parallel to the available jobs in the
labor market to avoid the cyclical issue of education-
employment mismatch.

The Department of Education may consider catering

more TVL strands and other academic tracks in every
school that offers a Senior High School program to
create a pool of alternatives that the senior entrants
may choose from. Employers are encouraged to review
their pay. Compensations to be earned by senior high
school graduates should be enough to pronounce self-
sufficiency and allow external provisions.While job
Table 5.B manifests that 20% of the respondents’ fulfillment is dependent on various factors, the labor
desired future job is to become a police officer, while sectors should provide a conducive work environment

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Research Article

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Affiliations and Corresponding Information
Psacharopoulos,G. and Woodhall, M. (1991). Education for
Development (Middleton et al., 1991)
Chinky Mae G. Paladio
Rene T. Malvar Elementary School
Rogers, E.M. (2003). Theory Diffusion of Innovation, 5th ed., Free Department of Education – Philippines
Press (1995), 512 pages, ISBN10: 0-7432-2209-1
Morena C. Buayan
Sarmiento D. H. and Orale, R. L. (2016). Senior High School Dr. Emilio B. Espinosa Sr., Memorial State
Curriculum in the Philippines, USA, and Japan College of Agriculture and Technology
(DEBESMSCAT) - Philippines
Taylor, E. (2000). Journal of Vocational Education & Training Print
ISSN: 1363-6820 Online ISSN: 1747-5090 Fostering transformative
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