National Training of Trainers
for Grade 11 Career Guidance Program
WALKTHROUGH
of
MODULE 3
LEARNING OBJECTIVES
At the end of the 60 minute Walkthrough,
the participants are expected to:
1. describe the session flow,
methodologies and activities to be used in
the session
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LEARNING OBJECTIVES
2. demonstrate skills in the
administration of Module 3 through
micro demo teaching
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LEARNING OBJECTIVES
3. provide feedback on how to
improve the strategies employed
during the micro-demo teaching.
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KEY UNDERSTANDING
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KEY UNDERSTANDING
It focuses on the sources of
information relevant to the
curriculum exit.
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PARTS OF THE
MODULE
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A. MODULE TITLE
Module 3:
#SourceCodeEncoding
(Reaffirming the Chosen Track)
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C. TOTAL TIME ALLOTMENT
DURATION: 90 minutes
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C. MATERIALS NEEDED
Puzzle (9 pieces)
Paper doll (made of cardboard)
Cardboard or Hard Paper
Dressing materials (cloth, art papers, or recyclable materials),
Scissors, Paste/Glue, Crayons/
Coloring Materials
Pens
Projector, Laptop, Speaker
Activity Sheet
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D. I. OBJECTIVES
At the end of this module, the students are expected to:
1. determine the different sources of information
relevant to curriculum exits;
2. evaluate the different sources of information
relevant to their preferred curriculum exit;
3. match the knowledge and skills to the job market
demands and possible curriculum exits; and
4. value the importance of a chosen track/strand.
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II. MOTIVATION (10 minutes)
VIDEO PRESENTATION
DOLE Labor and Employment Education Services
(LEES) Video entitled, “Finding a Job” (00:04:56)
Note: Please visit your DOLE Regional and Provincial
Field Offices for the LEES Videos
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III. MAIN ACTIVITY (23 minutes)
Puzzle
Procedure:
1. Group the learners into 6 groups.
2. Distribute the 9-piece puzzle.
3. Instruct the learners to complete the picture
puzzle in 2 minutes.
4. Let them read and analyze the infographic.
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QUESTIONS
1. What can you say about the data on
Employment, Underemployment or
Unemployment?
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QUESTIONS
2. How is the infographic helpful to you?
3. What do you think are the sources of
information in making the infographic?
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Activity 2 (Linking Activity) 15 minutes
Procedure:
1. Let them remain in their respective groups.
2. The teacher will distribute envelopes containing
the logo’s or icons as sources of information
and let them identify each.
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ACTIVITY 3.2
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ACTIVITY 3.2
Procedure:
3. After identifying the logo’s/icons, let them
paste the logo’s or icons in the manila
paper or cartolina according the relevance
of the sources of information to the
curriculum exits.
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ACTIVITY 3.2
Trabaho Negosyo Kolehiyo
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ACTIVITY 3.2
Procedure:
4. Let each group present their outputs and their
explanations.
5. The teacher will give an overview of each
source of information relevant to their
curriculum exits.
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What are the Sources of
Career Information?
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School’s Guidance Office
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School’s Guidance Office
• It is managed primarily by a Registered Guidance
Counselor (RGC) as mandated by RA 9258.
• A RGC implements a Career Guidance Program which
provides the following services:
– Career Counseling to both individual and groups,
– Administration and Interpretation of Career Tests,
– Referral, Placement, Research,
– Information and Orientation Services.
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Department of Education
www.deped.gov.ph
The Department through its partnerships with
industries and private entities may provide the
needed labor market information in coordination
with the Department of Labor and Employment
(DOLE).
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Department of Labor and Employment
DOLE is a national government
agency that envisions that every
Filipino worker attains full,
decent and productive
employment.
www.dole.gov.ph
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Bureau of Local Employment
The BLE focuses on the local employment
promotion and administration.
BLE Programs and Projects
1. Project JobsFits
2. Labor Market Information
3. PHIL-Jobnet
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BLE – Project JobsFit
The DOLE 2020 Vision or PROJECT JOBSFIT
was based on researches, information
gathering, and networking with key
stakeholders.
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BLE – Project JobsFit
It was carried out to provide
efficient employment
facilitation services and
respond to the prevailing skill
and job mismatch underlying
the unemployment and
underemployment problems in
the country.
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BLE – Labor Market Information
The Project JobsFit resulted
to the formulation of the
Labor Market Information
(LMI) which provides timely
relevant and accurate signals
on the current labor market
such as in-demand jobs and
skills shortages.
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BLE – Labor Market Information
The material is part of the commitment of the DOLE to
support the Career Guidance Advocacy Program which
seeks to promote career guidance as tool in assisting
jobseekers particularly students in making informed
career choices.
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BLE – Labor Market Information
In developing the LMI,
the DOLE engages its
key stakeholders –
industry, academe, and
labor employers’ groups
– to gather labor market
signals.
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BLE – PHIL-Jobnet
PHIL-Jobnet is an automated job and applicant
matching system which aims to fast-track
jobseekers search for jobs and employers search for
human resource.
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Bureau of Local Employment
It can be accessed through www.phil-job.net
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Bureau of Labor Relations
The BLR focuses on the administration and
enforcement of laws pertaining to labor-
management relations.
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Bureau of Workers with Special Concerns
The BWSC focuses on the protection of
workers :
• self-employed workers,
• informal and rural workers
• women workers,
• young workers,
• working children,
• differently-abled,
• the older and elderly workers and
• workers in the personal service of
another.
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Bureau of Working Conditions
The BWC focuses on the administration and
enforcement of laws relating to labor standards.
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International Labor Affairs Bureau
The ILAB focuses on the
international labor and
employment concerns
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Philippine Overseas Labor Offices
Acts as the operating
arms of DOLE in their
respective geographical
areas for the
administration and
enforcement of duly
adopted policies and
programs of the
It has Middle Eastern Affairs Division, Department on
American and European Affairs Division,
Asian and Pacific Affairs Division and the
international labor
International Relations and Cooperation affairs.
Division.
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Employees’ Compensation Commission (ECC)
ECC focuses on the occupational
safety and health in the areas of
prevention, compensation and
rehabilitation.
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Overseas Workers’ Welfare Administration
The OWWA focuses on
the administration of
the welfare fund for
overseas workers to
be used for social and
welfare services.
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Regional and Field Offices
The Regional Offices and Field Offices are the
operating arms for directly implementing the plans
and programs developed by the Bureaus and
administering and enforcing labor standards and laws.
Each Regional Office has:
•Mediation Arbitration and
Legal Service Unit;
•an Internal Management
Services Division;
•Technical Services and
Support Division; and
•Field Offices.
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Philippine Overseas Employment Administration
The POEA focuses on:
•overseas employment program,
•protection the rights of migrant workers; and
•regulation of private sector participation in
recruitment and overseas placement.
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Technical Education and Skills Development Authority
The TESDA manages and supervises technical education
and skills development in the country. It is the leading
partner in the development of the Filipino workforce with
world-class competence and positive work values.
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Technical Education and Skills Development Authority
There are four training modalities:
• school-based,
• center-based,
• enterprise-based and
• community-based.
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Civil Service Commission
The CSC is the Human
Resource Department of the
Government that promotes
morale, efficiency, integrity,
responsiveness,
progressiveness, and courtesy
in the Civil Service.
This government agency can be reach through its website:
www.csc.gov.ph
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Public Employment Service Office
The Public Employment Service
Office or PESO is a non-fee
charging multi-employment
service facility established
through Republic Act No. 8759
otherwise known as the PESO
Act of 1999.
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Public Employment Service Office
They carry out full
employment and
equality of employment
opportunities for all in
the local levels and are
established in all capital
towns of provinces, key
cities, and other strategic
areas.
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Commission on Higher Education
CHED is the agency that
focuses on the Philippine
higher education system to
build the country’s human
capital towards the
development of a Filipino
nation as a responsible
member of the international This government agency can be
community. reach through its website:
www.ched.gov.ph
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Professional Regulations Commission
The PRC regulates and
supervises the practice of
the professionals who
constitute the highly skilled
manpower of the country.
This government agency can be reach through its
website: www.prc.gov.ph
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Department of Trade and Industry
DTI is tasked to foster a
competitive and innovative
industry and services
sector that contributes to
job generation and
inclusive growth; and to
advance the rights and
responsibilities of
consumers.
This government agency can be reach through its website:
www.dti.gov.ph
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V. APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
1. Cut out the Mini-Me.
2. Dress the doll based on the preferred
curriculum exit (e.g. Kolehiyo -
Teacher). Include tools of profession
or curriculum exits.
3. Determine the symbolic parts of the
dress/tools (e.g. Book, Uniform, etc)
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APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
4. In the symbolic parts, write down the skills and/or
knowledge (e.g. communication skills,
interpersonal relations, logical reasoning ability,
clerical-mechanical skills, etc.) needed for the
preferred curriculum exits.
5. In the symbolic tools, write down the possible job
market demands (Public School Teacher/SHS
Teacher/ Private School Teacher/ Tutor/ Trainer/
etc.) and possible curriculum exits.
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VI. REFLECTION
• Was the information you acquired about
your curriculum exit fits with your
current abilities or skills?
• Do you already have the enough
information? How can you say so?
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REFLECTION
• How will you plan out your preferred
curriculum exit?
• What value/s can you derive from this
module that you can apply in planning
out your career? Why?
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VII. EVALUATION
Activity 3.4: My Career Information Sheet
Procedure:
• Distribute the Career Information Sheets.
• Instruct the learners to map out other preferred
alternatives aside from their preferred curriculum exit.
• Let the learners answer the questions as provided in the
Sheet by writing it in the intended box/cell.
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My Career Information Sheet
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VIII. ASSIGNMENT
• Instruct the learners to share their My
Career Information Sheet to their Parents,
Guardians, and Significant Others.
• Both will affix their signatures in the
Activity Sheets.
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Assignment
• In your Journal, write implications of what
you have written in your Career
Information Sheets.
• Let the learners bring and answer the
Activity Sheet: Fit me Right..
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May I End my presentation with this :
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D. I. OBJECTIVES
At the end of this module, the students are expected to:
1. determine the different sources of information
relevant to curriculum exits;
2. evaluate the different sources of information
relevant to their preferred curriculum exit;
3. match the knowledge and skills to the job market
demands and possible curriculum exits; and
4. value the importance of a chosen track/strand.
DEPARTMENT OF EDUCATION 65
