ISSN (online): 2094-9030

Studies in Technology and Education

Volume 2, Issue 2, 2024 | https://www.azalpub.com/index.php/ste

OPEN ACCESS
RESEARCH ARTICLE

READINESS OF TECHNICAL VOCATIONAL

Article Info
Received:
AND LIVELIHOOD (TVL) STUDENTS OF
January 3, 2024
SIMPUCAN NATIONAL HIGH SCHOOL
Accepted:
March 27, 2024
Rachel A. Alejandro1,2*, Manuel L. Bucad Jr.2
1Simpucan National High School, Puerto Princesa City, Philippines
Published: 2College of Education, Western Philippines University, Puerto Princesa City, Philippines
April 1, 2024

Abstract
Keywords The study assessed the level of readiness of TVL students from Simpucan National
Student Readiness High School. It involved TVL students specializing in Housekeeping and employers
TVL Track from partner establishments within Puerto Princesa City. The data were gathered
Work-ready Graduates using descriptive design through the self-made and adapted questionnaire that
gauged the level of readiness of the students and employers. Findings showed
that the students are well-prepared across four key domains: personal, social,
communication, and technical skills, and when it comes to the level of readiness
Suggested Citation: of students by employers indicates that certain areas could be targeted for
Alejandro, R. A., & Bucad,
further development to enhance skills. The study could be an eye-opener to all
M. L. Jr. (2024). Readiness
of technical vocational
teachers, partner institutions, administrators, and researchers in quality TVL
and livelihood (TVL) education. Furthermore, the result of this study may be used in enhancing some
students of Simpucan aspects of the TVL programs of sustainable implementation.
National High School.
Studies in Technology and *Corresponding author: [email protected]

Education, 2(2), 72-79.

INTRODUCTION
The offering of technical vocational education in various schools aimed to equip students
with the skills and knowledge needed to choose middle-level employment after
graduation. This study aims to serve as a guide to school administrators for them to
implement the program despite the challenges effectively. Ramos (2021) cited that
educated and skilled individuals are the foundation of a strong economy and valuable
problem-solvers. While education serves multiple purposes, it primarily prepares students to
be well-rounded, critical thinkers, competent employees, and global citizens capable of
competing in the workforce. While this may be the case, the COVID-19 pandemic created
protocol issues and interrupted the delivery of technical vocational education. The
readiness of schools, local government units (LGUs), and industries to support the
implementation of the Senior High School (SHS) TVL Track could be more optimal.
Specifically, school administrators expressed needing more time regarding facilities and

Studies in Technology and Education 72

Readiness of Technical Vocational and Livelihood (TVL) Students

equipment for the SHS TVL Track. At the same time, according to Caballero et al. (2015),
LGUs and industries are only partially ready to support its implementation.

Employers increasingly seek workers with behavioral skills such as teamwork, diligence,
creativity, and entrepreneurship in today's economy. Workers also need personal attributes
like work ethics and problem-solving skills. Rayan (2015) noted that focusing solely on
technical and vocational skills in TVET will not guarantee employability. Many youths still
lack work skills, leading to unemployment, insecurity, loss of lives and properties, and chaos.
The literature reviewed suggests that TVET, backed by the availability of materials,
infrastructure, hard and soft skills, and government support, could be the vital solution to
the employability problem that Shefiu et al. (2019) concluded.

The TVL track in secondary education is recognized for equipping students with practical
skills and competencies essential for various industries and careers. As TVL programs
continue to gain prominence in the educational landscape, there is a growing interest in
understanding students' readiness on this educational pathway. The readiness of TVL
students encompasses a range of factors, including academic preparedness, technical
skills proficiency, career aspirations, and socio-economic background, all of which
significantly influence their educational journey and prospects.

While numerous studies have explored students' readiness in various educational contexts,
there still needs to be a gap in the current understanding specific to TVL students. This study
seeks to address this gap by examining the readiness of TVL student, shedding light on their
preparedness levels, and identifying potential areas for improvement and intervention. By
delving into the factors influencing student readiness, this research aims to contribute to
the existing knowledge on TVL education and inform educational practices and policies
to enhance the quality and relevance of TVL programs.

METHODOLOGY

The study employed descriptive design to determine the readiness of TVL students of
Simpucan National High School, a public secondary school. The study's respondents
comprised TVL students and employers. It employed a quantitative descriptive design
utilizing an evaluative technique to determine the readiness level of all Simpucan National
High School students. This descriptive approach dealt with quantitative frequency,
percentage, and mean data and the adjectival equivalence of the value.

The questionnaire for the students consists of the student's employability level. It focused on
the student's employability level, while employers focused on the student's employability
level. All students were provided with a questionnaire and were given instructions before
completing the questionnaire. The instrument focused on the statement of the problem,
which sought to answer the readiness of TVL students in Simpucan National High School.
Before the researchers collected the data, permission letters were sent to the research
adviser and school head to ask for permission in data gathering. While conducting the
data, the researchers produced the survey questionnaire for their respondents as tools.
After gathering data, formulating questions appropriate for the study, and making all
necessary modifications to the chosen respondents, copies of the questionnaires were
distributed, completed, and returned. The corresponding answers to the questions were
kept, following the agreement of the respondents and the researchers for the validity and
reliability of the study. The data gathered was organized and tabulated according to the

Studies in Technology and Education 73

Readiness of Technical Vocational and Livelihood (TVL) Students

result of the statistical treatment applied. The study employed descriptive statistical tools
for data analysis, utilizing measures such as mean scores.

RESULTS AND DISCUSSION

The results presented herein offer an understanding of various aspects of student readiness
regarding four domain skills: personal skills, social skills, communication skills, and technical
skills, encompassing academic preparedness, technical skills proficiency, and career
aspirations. Through quantitative analyses, we unveil patterns, trends, and disparities that
characterize the readiness landscape among TVL students at our school. Moreover, the
following discussion probes deeper into the implications of these findings, clarifying their
significance for educational stakeholders, including educators, policymakers, and the
community. By contextualizing the results within the broader framework of TVL education,
we aim to address the identified challenges and leverage opportunities for enhancing the
quality and relevance of TVL programs.

Table 1. Level of Readiness of TVL Students in Four Domain Skills

SKILLS MS VI
A. Personal Skills 4.13 VG
B. Social Skills 4.24 VG
C. Communication Skills 4.34 VG
D. Technical Skills 4.43 VG
Overall Mean 4.28 VG
Legend: MS = Mean Score; VI = Verbal Interpretation
4.51-5.00 = Excellent (E)
3.51-4.50 = Very Good (VG)
2.51-3.50 = Good (G)
1.51-2.50 = Fair (F)
1.00-1.50 = Poor (P)

The overall mean score in the personal skills is (4.13), interpreted as "Very Good" (VG). This
shows that students have a high level of personal skills related to readiness, with attributes
such as understanding the need for career flexibility, reporting to work on time, and
demonstrating verbal interpretation reliability being rated highly. It indicates the success of
the TVL curriculum in instilling a strong sense of professionalism and work ethic in students.

Thus, the result is a good sign that students are instilling a strong sense of professionalism
and work ethic that was supported by JobStreet (2018). data from a job-search website
that the DOLE said companies tend to prioritize applicants who show a willingness to learn,
practice personal grooming, and can work in a team. Employers also value those who
show punctuality, go beyond the call of duty, can handle stress, have leadership potential,
have efficient task management, exhibit customer empathy, and have a sense of initiative.
The students demonstrate these traits during their work immersion. This supports Machmud
(2018) states that the perception of completing a job is self-efficacy. Moreover, self-
efficacy relates to someone's confidence in achieving his/her duties in uncertainty. That
was also cited by Domenech-Betoret et al. (2017), who defined self-efficacy as “an
individual’s belief in his or her ability to organize and implement action to produce the
desired achievements and results.” Self-efficacy is one’s faith in accomplishing the task.
Learners automatically adjust and adopt the new environment they are in for them to finish
the immersion program while developing their efficiency (Pamitan et al., 2018).

Studies in Technology and Education 74

Readiness of Technical Vocational and Livelihood (TVL) Students

The mean score for the social skills domain is (4.24), also interpreted as "Very Good." This
verbal interpretation shows that TVL students possess highly developed social skills, such as
understanding the needs of others, identifying sources of conflict, and demonstrating
cooperative behavior. These skills foster harmonious working relationships and contribute
to a positive work environment. Malecki and Elliot (2002) support this finding that students’
opportunities to learn effectively will likely diminish greatly without social skills. Besides good
table manners and thank you, social skills include many learning-related skills that allow
students to study independently, work in groups, build and maintain friendships, and
respond appropriately to adult feedback and correction.

Manning (2007) also added that some students failed to have successful and positive
academic success because of low self-concept. Self-concept refers to the student’s
perception of competence or adequacy in academic and non-academic domains and
is best represented by a self-perception profile across domains. The communication skills
domain has a mean score of (4.34), placing it in the "Very Good" category. Notably,
respecting others’ points of view and listening to others when communicating both
received an "Excellent" verbal interpretation. This entails that TVL students have strong
communication skills, particularly respectful and attentive listening. These skills are critical in
the modern workplace, where clear and effective communication can greatly enhance
productivity and teamwork.

The ability to communicate clearly and concisely with staff, guests, and other industry
professionals is crucial to the success of any hospitality business. Those who can effectively
communicate their vision and expectations to their team are more likely to achieve results
than those who cannot. Effective communication is important in the hospitality industry
because it improves in-house relationships among workers and between employees and
customers. It also promotes inclusivity, as staff members and customers are treated like
individuals, listened to, and communicated according to their needs.

According to Morreale and Pearson (2008), effective communication skills should be

taught in educational systems. Language and Communication skills are recognized as
important elements in the education of the modern generation. Personality development
only remains complete if the communication skills are addressed. Effective communication
demands proper knowledge of English grammar, accent, and pronunciation. Words should
be handled carefully so that the intended meaning is interpreted. A command of English
and good communication skills are necessary to attain this language proficiency.
Communicative competence refers to knowledge and the skill of using this knowledge
when interacting in actual communication. Effective communication is a must in this era
of globalization. It combines effective listening, speaking, reading, and writing. Effective
communication enables one to establish and maintain personal and professional relations
successfully. Lastly, the technical skills domain achieved a mean score of (4.43), considered
"Very Good." Notably, demonstrating the ability to operate machines needed on the job
and handling the details of the work assigned received an "Excellent" verbal interpretation.
These verbal interpretations indicate that TVL students are well-prepared regarding job-
specific technical skills. These skills and their excellent personal, social, and communication
skills make them highly employable.

Thus, the result was supported by the literature of Gilmore and Smith (2008), promoting
children's learning is the greatest aim of universities and assessment. Students undergo a
majorly wide scope of assessment throughout their educational years, from early childhood
through primary and intermediate schools into secondary school and beyond. Students
Studies in Technology and Education 75
Readiness of Technical Vocational and Livelihood (TVL) Students

have recognized some evaluations as such; others are closely relevant to learning expertise
that some would not be visible, and students are unconscious that they were being
evaluated. Continuous feedback from employers and attention to changes in industry
requirements will be important in this ongoing curriculum development and refinement
process. Table 2. below presents employers’ level of readiness of TVL students, organized
into four key skill areas: Personal Skills, Social Skills, Communication Skills, and Technical Skills.

Table 2. Level of Readiness of TVL Students by Employers

SKILLS MS VI
A. Personal Skills 4.20 VG
B. Social Skills 4.46 VG
C. Communication Skills 4.28 VG
D. Technical Skills 4.50 VG
Overall Mean 4.37 VG
Legend: MS = Mean Score; VI = Verbal Interpretation
4.51-5.00 = Excellent (E)
3.51-4.50 = Very Good (VG)
2.51-3.50 = Good (G)
1.51-2.50 = Fair (F)
1.00-1.50 = Poor (P)

The overall score in the Personal Skills category was (4.20), classified as 'Very Good'.
'Understanding the need for career flexibility and adaptability' and 'Reporting to work on
time' stood out as strengths rated 'Excellent.' 'Functioning well in stressful situations' and
'Observing organizational policies', though rated as 'Very Good,' fell on the lower end within
this category, hinting towards areas where further emphasis on training and development
might be beneficial. The implication for education is to incorporate more aspects of stress
management, time management, and understanding of organizational policies in the
curriculum, enhancing these areas of personal skill development.

The Social Skills category had an overall score of (4.46), classified as 'Very Good.' Students
excelled particularly in 'Understanding the needs of others', 'Displaying a friendly and
cooperative spirit,' and 'Showing compassion to guests and co-immersionists', all rated
'Excellent.' 'Accepting constructive criticism' was the weakest point in this category, though
still rated 'Very Good,' signaling the need to focus more on fostering receptiveness to
feedback within the educational context.

According to Hochwarter et al. (2004), Social skills, or the ability to effectively interact with
others, are becoming increasingly important for organizations as more team-based
arrangements are used and more service-oriented jobs are employed. It can be regarded
as personality traits or capabilities contributing to psychosocial outcomes. Strong social skills
can facilitate interpersonal interactions, which can, in turn, lead to effective job outcomes.
Although the change in organizational structures and the importance of social skills have
heightened awareness of social skills in organizational outcomes, little is known about social
skill and their role in influencing work outcomes.

In the study of Ferris et al. (2002), individual interactions are one factor in attaining goals in
any field. The current study is an example of a growing awareness that social skills are
multidimensional and multifaceted. Therefore, we will try to familiarize it and then survey
outcomes of social skills in organizations. Patrick (2008) identified the importance of social
skills because they allow us to interact with each other with predictability so that we can
more readily understand each other and be understood. With an agreed-upon social way
of interacting, it is easier to prevent misunderstandings. We need to be able to interact with
clarity.
Studies in Technology and Education 76
Readiness of Technical Vocational and Livelihood (TVL) Students

Furthermore, the other study that lists the importance of social skills was supported by
Flowers (2008) that social skills encourage positive interactions and avoid or terminate
negative ones. There are many benefits of social interaction. For example, participating in
social activities could cause you to have feelings such as belonging, acceptance, and
confidence. Added to the study of Pettry (2006), social activities can help you make friends,
feel good about yourself, and do many things you could not do on your own, such as win
a team sport or complete a major project.

For Communication Skills, the overall mean score was (4.28), a 'Very Good' verbal
interpretation. The areas of 'Following oral, visual, and written directions' and 'Using relevant
knowledge, know-how, and skills to explain and clarify thoughts and ideas' stood out with
an 'Excellent' verbal interpretation. However, 'Demonstrating clear, effective written and
oral communication skills' and demonstrating good listening and responding techniques'
were on the lower end of this category, though still 'Very Good.' This shows a possible need
to bolster these communication aspects within the TVL program, encouraging more
practice of verbal and written communication and active listening techniques.

The result of the study shows the literature of Doyle (2019) that communication skills are
important which are essential to the success of the workplace, which is listening, non-verbal
communication, clarity and conciseness, friendliness, confidence, empathy, open-
mindedness, respect, feedback, and selecting right medium. In contrast, developing those
skills is regarded as one of the major aspects of developing good communication skills.
Therefore, communication skills are regarded as meaningful to carry out one’s job duties
well and achieve the desired goals and objectives.

Lastly, in the Technical Skills category, the students were 'Very Good' overall, scoring (4.50).
Particularly, students showed an 'Excellent' level of ability in 'Demonstrating the ability to
operate machines needed on the job,' 'Handling the details of the work assigned to them,'
'Showing flexibility in the process of going through their task,' 'Manifesting thoroughness and
precise attention to detail,' 'Fully understanding the linkages or connection between their
tasks to be previous, intervening, and subsequent tasks,' and 'Group planning and decision-
making.' Despite these strengths, 'Usually coming up with sound showing for problems,'
'Responding effectively to difficult/challenging behavior,' 'Developing and practicing
negotiation skills,' and 'Being able to show technical competencies based on their
specialization' fell on the lower end of the spectrum, indicating potential areas of
improvement. Implications for education involve incorporating more problem-solving
scenarios, negotiation exercises, and specialized technical practice into the curriculum.

Thus, in the study of Gibb (2004), the characteristics of the work world and workforce
qualification needed by industry in the era of a knowledge-based economy today have
been changing rapidly. One of the main characteristics of a knowledge-based industry is
the growing demand for generic skills and attributes that the workers must own. In addition,
according to the study of Cairney (2000), workers must also have generic and technical
skills in the field. The study states that the industry in the era of a knowledge-based economy
requires workers who can work independently, manage themselves, work in teams, adapt
to change, solve complex problems, and think creatively and innovatively. The study of
Cavanagh (2005) shows that almost all aspects of high school reform center on the critical
role education must play in influencing the economic development of our rapidly
changing society.

Studies in Technology and Education 77

Readiness of Technical Vocational and Livelihood (TVL) Students

The American College Testing (2006) supported the result by looking at skills required for
employment success, comparing these results to tests that measure work readiness and
college readiness, and then determining if the performance levels needed for college and
workforce readiness were the same or different. Their results showed that the landscape
has rapidly changed from just a few years ago, making it critical that high school students
possess the ability to adapt to and sustain meaningful employment.

According to the Department of Education (DepEd), No. 24 series of 2022 adopts the
enclosed Basic Education Development Plan (BEDP) that aims to provide a strategic
roadmap for the Department to follow to improve the delivery and quality of basic
education and the experience of learners in the basic education learning environment
and to address the immediate impacts of pandemic on learning and anticipate the future
of education and introduce innovation in fostering resiliency and embedding the rights of
children and the youth in education. With that, it helps the learners to have readiness soon.
Tracer studies must be done to evaluate the TVL implementation (Pentang et al., 2021).

CONCLUSION AND RECOMMENDATION

The readiness of students pursuing TVL education plays a pivotal role in their academic
success and future career prospects. Understanding the factors influencing their readiness
levels is crucial for educational institutions to effectively tailor their programs and support
services to meet the diverse needs of students. This study investigates the readiness of TVL
students, examining various factors such as academic preparedness, technical skills, and
career aspirations. By exploring the implications of the findings, this research seeks to inform
educational practices, policy development, and interventions to enhance the quality and
relevance of TVL education. Through a comprehensive analysis of student readiness, this
study endeavors to advance TVL education and the holistic development of Simpucan
National High School students.

The school administrators should conduct regular supervision and monitoring of teachers
to assist in learning delivery and send TVL Teachers to attend training and technical skills so
that they will be able to teach up-to-date needed skills, conduct interventions/orientation/
seminars/supplementary activities that enhance the students writing, reading and oral skills
such as public speaking and the like, encourage their teachers to conduct activities that
strengthen the student’s communication skills. The partner institution should prepare
students to accelerate careers in the industry to increase their employability level, provide
them with better insights for their career planning to align with their skills, preferences, and
values, and enlighten every learner on the reality of the workplace and allow students to
gain real-world experience in a professional environment so that they can learn new skills,
network with professionals, and better understand the industry they are interested in.

The students need to further engage themselves in written and public speaking, participate
in stress handling and constructive criticism to enhance training and skills, participate in
supplementary oral reading and essay writing activities, and practice or study relaxation
methods to cope with stress in the environment. They should have an active and holistic
involvement in any activities, orientation, and seminars about communication activities
inside the classroom. Parallel studies with a wider population and further studies on the
employment readiness of students of the TVL strand may be conducted. Tracing these
students as future graduates may also be relevant in determining the effectiveness of the
TVL program.

Studies in Technology and Education 78

Readiness of Technical Vocational and Livelihood (TVL) Students

REFERENCES
American College Testing. (2006A). Ready for college and ready for work.

Caballero, F., & Cabahug, R. (2015). The K to 12 senior high school technical-vocational livelihood track still needs to be
prepared for implementation. JPAIR Institutional Research.

Cairney, T. (2000). The knowledge-based economy: implications for vocational education and training.

Cavanagh, S. (2005). The concept of work readiness credentials gains supporters. Education Week, 24, 19.

DepEd Order No. 24, s. 2022. Basic Education Development Plan. Department of Education, Philippines.

Domenech-Betoret, F., Abellan-Rosello L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic
achievement: The mediator role of students’ expectancy-value beliefs. Frontiers in Psychology.

Doyle, A. (2019). Communication skills for workplace success.

Ferris, G. R., Perrewé, P. L., & Douglas, C. (2002). Social effectiveness in organizations: Construct validity and research
directions. Journal of Leadership & Organizational Studies, 9, 49-63.

Flowers, A. (2008). Social skills improvement system. Pearson Education, Inc.

Gibb, J. (2004). Generic skills in vocational education and training. National Centre for Vocational Education Research.

Gilmore & Smith (2008). Students' experience of assessment.

Hirschfeld (2008). Assessment in education: Principles, policy & practice (Vol 15).

Hochwarter, W. A., Kiewitz, C., Gundlach, M. J., & Stoner, J. (2004). The impact of vocational and social efficacy on job
performance and career satisfaction. Journal of Leadership & Organizational Studies, 10(3), 27 -40.

Machmud, S. (2018). The influence of self-efficacy on satisfaction and work-related performance. International Journal
of Management Science and Business Administration, 4(4), 43-47.

Malecki, C. M., & ELLIOTT, S. N. (2002). Children's social behaviors as predictors of academic achievement. A Longitudinal
Analysis. School Psychology Quarterly, 17, 1-23.

Manning, M. A. (2007). Re-framing how we see student self-concept. Principal Leadership. National Association of
Secondary School Principals, 7, 11-15.

Morreale, S. P., & Pearson, J. C. (2008). ‘Why communication education is important: The centrality of the discipline in the
21st century’. Communication Education.

Patrick, N. J. (2008). Social skills for teenagers and adults with Asperger Syndrome. Jessica Kingsley Publishers.

Pamittan, R. K. A., Pascual, M. A. B., & Prestoza, M. J. R. (2018). Performance level of the skilled and non–skilled automotive
students during work immersion. International Journal of Computer Science & Communications, 3(1), 1-10.

Pentang, J., Perez, D., Cuanan, K., Recla, M., Dacanay, R., Bober, R., Dela Cruz, C., Egger, S., Herrera, R., Illescas, C.,
Salmo, J., Bucad, Jr., M. L., Agasa, J., & Abaca, N. (2022). Tracer study of teacher education graduates of
Western Philippines University - Puerto Princesa Campus: Basis for curriculum review and revision. International
Journal of Multidisciplinary: Applied Business and Education Research, 3(3), 419-432.

Pettry, D. W. (2006). Building social skills through activities. Certified Therapeutic Recreation Specialist.

Ramos, F. G. (2021). An evaluation of the technical vocational livelihood track in public senior high schools in the Division
of Batangas: Basis for an enhancement program. International Journal of Academic Research in Progressive
Education and Development, 10(2), 877-900.

Rayan, B. A. (2015). Technical vocational education and training for employment and sustainable economic
development through career development program. A Montfortian TVET experience in the Philippines.

Shefiu, R. (2019). Technical vocational education and training (TVET) as a the panacea to solving Nigeria’s youth
unemployment problem. Open Journal of Social Sciences, 11,1-16.

Studies in Technology and Education 79