Background of the Study

In recent years, there has been a growing emphasis on enhancing the quality of
education globally, with a specific focus on equipping students with practical skills to meet the
demands of a rapidly evolving workforce. In the Philippines, this need has been addressed
through the K-12 educational reform, which introduced the Senior High School (SHS)
curriculum. A critical component of this system is the Technical Vocational Livelihood (TVL)
track, which aims to prepare students for immediate employment or entrepreneurship after
graduation. This track offers courses in areas such as agriculture, ICT, tourism, and electronics,
aligning educational outcomes with labor market demands.

At the macro level, the Philippines faces challenges such as high unemployment rates
among youth and a mismatch between educational qualifications and industry requirements.
Despite various initiatives, many high school graduates still find it difficult to secure jobs, either
because they lack the practical skills needed by employers or because the skills they have
acquired are outdated or irrelevant to current industry needs. The Philippine government, through
agencies like TESDA (Technical Education and Skills Development Authority), has sought to
address these issues by implementing competency-based training and certification within the
TVL track. However, there remains a significant gap between policy implementation and actual
outcomes, with many schools struggling to fully equip students for the workforce.

In Bagacay Integrated School, the situation mirrors these national challenges but also
reflects specific local circumstances. The school serves a community where access to
employment is largely dependent on industries such as agriculture, hospitality, and small-scale
entrepreneurship. While the TVL track has been implemented, questions remain about its
effectiveness in preparing students for real-world employment. Key issues observed and
experienced by the researcher include:

1. Skill Mismatch: While students are being trained in specific technical skills, there seems to be
a gap between what is taught and what local industries actually need. For example, the
agriculture courses may not align with modern farming technologies or practices, limiting the
employability of graduates in more advanced agricultural sectors.

2. Inadequate Facilities and Resources: The effectiveness of the TVL track relies heavily on
access to modern tools, equipment, and materials for hands-on training. However, Bagacay
Integrated School faces limitations in these areas, with outdated equipment or insufficient
resources for practical exercises. This affects the quality of skills students acquire and hinders
their ability to compete in the job market.
3. Limited Industry Linkages: Effective TVL programs often involve strong partnerships with
local businesses for internships, on-the-job training, or direct employment opportunities.
However, in Bagacay Integrated School, such partnerships are minimal or nonexistent, reducing
students' chances of gaining real-world experience before graduation.

Concepts and Ideas Related to the Problem

The TVL track is grounded in the concept of competency-based education (CBE),

which focuses on mastering specific skills that are directly relevant to industry
needs. CBE ensures that students demonstrate practical competencies before they are deemed
ready for employment. The success of such programs depends on the relevance of the skills
being taught, the quality of training, and the availability of certification. Another key concept is
workplace readiness, which refers to the combination of technical and soft skills (such as
communication, teamwork, and problem-solving) that make a graduate employable. A successful
TVL track should prepare students not only in technical aspects but also in work ethics and
adaptability to different job environments.

Moreover, local labor market alignment is crucial to the effectiveness of the TVL track.
The program's curriculum must be regularly updated to reflect the changing demands of
industries within the school's locality. In Bagacay, for instance, agriculture, hospitality, and
information technology may require different sets of competencies today than they did a decade
ago. Failure to adjust the curriculum leads to graduates who are underprepared or unqualified for
available jobs.

Existing Conditions and the Desired Future State

Existing Conditions:
Currently, the Bagacay Integrated School's TVL track faces challenges related to resource
limitations, outdated curriculum content, and insufficient industry partnerships. Students
graduate with some level of technical knowledge but may lack the hands-on experience and
certification needed to be competitive in the job market. The researcher has observed a
disconnect between the skills students acquire and the actual needs of local employers, leading to
underemployment or unemployment among TVL graduation
EFFECTIVENESS OF TECHNICAL VOCATIONAL LIVELIIHOOD TRACK IN
PREPARING BAGACAY SENIOR HIGH STUDENTS FOR WORKFORCE
SCHOOL YEAR 2024-2025
Scope and Delimitation of the Study

Scope:
This study focuses on evaluating the effectiveness of the Technical-Vocational-Livelihood
(TVL) track in preparing senior high school students of Bagacay Integrated School for the
workforce during the academic year 2024-2025. The study will assess the readiness of the
students for employment based on the skills and competencies they acquired from the TVL
program. It will include both Grade 11 and Grade 12 students enrolled in the TVL track. The
total population of participants is estimated to be around 120 respondents. The study will be
conducted over three months period, from September to November 2024, allowing for data
collection, analysis, and reporting within this time frame.

Delimitation
This research will not include students from other academic tracks (e.g., Academic,
Sports, or Arts and Design) or alumni who have already graduated from the TVL program prior
to 2024. Additionally, the study will not cover other aspects of the students' lives, such as
personal experiences or motivations unrelated to the TVL program. The evaluation will focus
solely on the effectiveness of the TVL curriculum in preparing students for the workforce,
excluding other career pathways like higher education or entrepreneurial ventures. The study will
also exclude students who are not actively participating in the TVL program during the specified
school year, and any data outside the 2024-2025 academic year will not be considered.
Significance of the studyStudy

This The study entitled “titled "The Effectiveness of the TVL Track in Preparing
Senior High School Student ofStudents in Bagacay Integrated School tofor the Workforce:
Year 2024-2025” assesses" aims to evaluate the effectivenesssuccess of the Technical-
Vocational-Livelihood (TVL as causing) track in equipping students with the necessary skills
for their future employment. This study is important to several groups as suchholds
significance for multiple stakeholders:

1. The students (Those Directly Concerned): A key outcomeprimary beneficiaries of this

study isare the senior high school students who are into enrolled in the TVL track ofat
Bagacay Integrated School. They can gauge and determine the status of their employability in
the future patently their strengths and weaknesses through this they, can concentrate in
developing their strengths further as a complement to the enhancement of their employment
opportunities later on.

2. The Administrators and Policymakers. They will benefit from considering the input provided
in this paper as they deliberate and make decision relative to their school program and education
policies. The findings of this may suggest to will provide insights into how well their education
prepares them updates on their school curriculum, alternate technical and vocational for real-
world job opportunities, allowing them to assess the skills training and partnering programs with
local industries, to name a few. Most important input from this would be they have acquired and
determine any gaps that their blending in coming together of goals, in this case, should be
correct and fostering employability of their graduates.

3. Employers Industry partners: Also, in the same token, they need addressing. By identifying the
strengths and weaknesses of the program, students can better focus on areas that will in turn
determine the employability strategies TVL graduate’s study. The study may also provide the
employers or the industry an inventory of the general capabilities and skills that TVL graduates
to offer the industries in the local jobs markets. As in some training developments programs that
they will eventually provide soon, industries can contextualize on these specific skills directly
under this trackenhance their employability in the future.

4. Future researchers: The findings of the study will assist school administrators and
education policymakers in assessing the effectiveness of the TVL track curriculum in preparing
students for the workforce.
 The results can guide decisions regarding curriculum updates, additional training, or
partnerships with industries to ensure the program remains relevant to labor market demands.
Additionally, policymakers can use the findings to design policies that improve workforce
readiness programs in the education sector, benefiting a broader range of students.
Local industries and businesses will benefit from this study as it will provide a useful
referencethem with a clearer picture of the skill sets possessed by TVL graduates. They can
adjust their hiring practices, offer targeted training, and even collaborate with schools to ensure
students are equipped with competencies that meet current job market needs.
The study will serve as a valuable resource for future researchers who are interested in
enhancingwish to explore further improvements to the TVL track or looking atinvestigate other
factors affectinginfluencing the employability of senior high school graduates. TheIt can also
provide data can also serve as a that could be used in comparative basis forstudies with other
schools andor regions, contributing to contribute to a wider understandingthe broader body of
how education affectsknowledge on workforce readiness. preparation and educational outcomes.

5. Community and families: Indirectly, this study favors the The study benefits of
student’sthe students' families and the local community. If students would succeed in entering,
as successful integration into the labor force, then theyworkforce can ensureimprove the
economicsstudents' economic stability for the family. The . Families who have invested in their
children's education can see tangible returns, while the community would also benefit as a
wholebenefits from thea more skilled and employable workforce this is produced, which can
also help spur, promoting local development and decreasereducing unemployment. rates.
 Republic Act of the Philippines
Department of Education
Region VIII – Eastern Visayas
School Division of Calbayog City
Calbayog II District
BAGACAY INTEGRATED SCHOOL
School ID: 500807
Calbayog City
___________________________________________________________________
_

EFFECTIVENESS OF THE TECHNICAL VOCATIONAL LIVELIHOOD TRACT IN

PREPARING THE SENIOR THE SENIOR HIGH SCHOOL STUDENTS FOR THE
WORKFORCE IN BAGACAY INTEGRATED SCHOOL YEAR 2024-2025.

A Researcher Paper
Presented to the Senior High School Department
Bagacay Integrated School

In Partial Fulfillment of the Course Requirement

In Practical Research II

By:
Getigan, Honey Scheme
 Aniban, Rico Mar
Bollecer, Ana
Latraca, Christine
Saldo, Ram
Ortiz, Frank Jude
Valentino, Marie

s. y 2024-2025 By addressing the gap between education and employability, this

study aims to provide actionable recommendations that enhance the preparation of students for
the workforce, ensuring that the TVL track fulfills its intended role in the senior high school
curriculum. The ultimate goal is to contribute to the continuous improvement of educational
programs that foster economic growth and individual success.
Statement of the Problem

The main objective of this study is to evaluate the effectiveness of the Technical-Vocational-
Livelihood (TVL) track in preparing senior high school students at Bagacay Integrated School
for the workforce for the academic year 2024-2025. Specifically, the study seeks to address the
following problems:
1. How effective is the TVL track in equipping students with the necessary skills and
competencies required in the current job market?
This question aims to assess whether the TVL track provides relevant and in-demand
skills that match the needs of employers.

2. What are the perceptions of TVL track students regarding the program’s impact on their
readiness for employment?
This will focus on understanding how students perceive the usefulness of the TVL track
in preparing them for employment, including areas where they feel well-prepared and
areas where they may feel underprepared.
3. What factors hinder or support the success of TVL track students in gaining workforce
readiness?
The study seeks to identify the challenges, such as curriculum gaps, lack of resources, or
limited industry exposure, that affect the preparedness of TVL students. It will also
consider factors that contribute to their success.
4. How can the TVL track be improved to better prepare students for the workforce?
Based on the challenges and feedback from students and stakeholders, this question aims
to propose recommendations for improving the TVL track to enhance students'
employment prospects.

Through these questions, the study aims to generate findings that will benefit
multiple stakeholders, including the students themselves, school administrators,
educators, policymakers, future researchers, and industry partners.