Research Report-SHS Modelling

SECOND EDITION
MONITORING OF THE PHILIPPINE

DEPARTMENT OF EDUCATION’S
MODEL SENIOR HIGH SCHOOL PROGRAM
Senior High School Modelling:
Moving Towards the New K to 12 Curriculum
SECOND EDITION
MONITORING OF THE PHILIPPINE

DEPARTMENT OF EDUCATION’S
MODEL SENIOR HIGH SCHOOL PROGRAM
Senior High School Modelling:
Moving Towards the New K to 12 Curriculum
Philippine Copyright 2016
Published by SEAMEO INNOTECH
Commonwealth Ave., Diliman, Quezon City
ISBN 978-621-421-000-8
All Rights Reserved.

No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means
ABLE OF
without our permission of SEAMEO INNOTECH.
www.seameo-innotech.org
CONTENTS
Table of Contents i
List of Tables iii
List of Figures v
List of Acronyms vi
Acknowledgements ix
Executive Summary x
Introduction 1
Objectives of the Study 7
Method of Study 8
The SHS Curriculum 11

Core Subjects 14
Track Subjects 15
Academic Track 16
Technical-Vocational-Livelihood Track 18
Sports Track 19
Arts and Design Track 20
General Trends 22
Pre-implementation Experiences 23
Rationale 23
Linkages 25
Curriculum Development 26
Capacity Development 27
Certifications 28
Implementation Experiences 28
Inputs 28
Processes 32
Output 34
Challenges and Potentials 35
Monitoring of the Philippine Department of Education’s

Model Senior High School Program i
Recommendations (Moving Towards K to 12 Implementation) 39
Guidelines/Policies 39
Sources of Funds 43
Capacity Building 46
Linkages 46
Curriculum Development 48
SHS Program Management 50
Profiles of Model Senior High Schools 52

San Pedro Relocation Center National High School 52
Sangley Point National High School 62
Bacolod City National High School 66
Sum-ag National High School 73
Doña Montserrat Lopez Memorial National High School 81
Palo National High School 90
Merida Vocational School 96
Annex 1: Duration of Pre-University Programs in Southeast Asia 105

Annex 2: List of Key Informants 106
References 108
ii Monitoring of the Philippine Department of Education’s

Model Senior High School Program
LIST OF TABLES

Table 1: General Profile of SHS Model Schools, SY 2012-2013 4
Table 2: SHS Model Schools Specializations 4
Table 3: List of SHS Model Schools Included in the Monitoring 10
Study
Table 4: Proposed SHS Curriculum (2012) 11
Table 5: SHS Core Subjects 14
Table 6: Common Track Subjects 15
Table 7: Specialized Track Subjects (Academic Track - ABM Strand) 16
Table 8: Specialized Track Subjects (Academic Track - General Academic 16
Strand)
Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*) 17
Table 10: Specialized Track Subjects (Academic Track - STEM Strand) 17
Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood 18
Track*)
Table 12: Specialized Track Subjects (Sports Track) 19
Table 13: Specialized Track Subjects (Arts and Design Track) 20
Table 14: Summary of Revised SHS Curriculum (2014) 21
Table 15: List of Selected Model SHS 22
Table 16: Curriculum for Senior High School, SY 2012-2013, SPRCNRHS 53
Table 20: Program Schedule for Grade 11, First Semester, BCNHS 67
Table 21: Program Schedule for Grade 11, Second Semester, BCNHS 67
Table 22: Program Schedule for Grade 12, First Semester, BCNHS 68
Table 23: Program Schedule for Grade 12, Second Semester, BCNHS 68
Table 24: Area of Specialization, BCNHS 68
Table 25: Curriculum Design – Senior High School, Grade 11, BCNHS 69
Table 26: Curriculum Design – Senior High School, Grade 12, BCNHS 70
Table 27: Proposed Curriculum Grade 11, SNHS 75
Table 28: Proposed Curriculum for Grade 12, SNHS 76

Model Senior High School Program iii
Table 29: SHS Area of Specialization, Description and Number of Hours, 76
SNHS
Table 30: Additional Competencies Inputted by Industries, SNHS 77
Table 31: Class Program of Grade 11, DMLMNHS 82
Table 32: SHS Area of Specialization, Description & Number of Hours, 83
DMLMNHS
Table 33: Additional Competencies Inputted by Industries, DMLMNHS 83
Table 34: Proposed Senior High School Curriculum (Revised), SY 2012- 91
2013, Tourism, PNHS
2013, Tourism, PNHS
2013, Tourism, PNHS
2013, Tourism, PNHS
2013, ICT, PNHS
2013, ICT, PNHS
2013, ICT, PNHS
2013, ICT, PNHS
Table 42: Proposed Senior High School Curriculum, SY 2012-2013, MVS 97
Table 43: Proposed Senior High Curriculum, SY 2012-2013, MVS 97
Table 44: Proposed Senior High Class Schedule, SY 2013-2014, MVS 98
Table 50: Other Problems and Actions Taken by MVS 104
iv Monitoring of the Philippine Department of Education’s

LIST OF FIGURES
Figure 1: DepEd’s Enhanced Basic Education Program 1
Figure 2: The K to 12 Graduate 2
Figure 3: Framework of Study 9
Figure 4: Revised Senior High School Curriculum (2014) 12
Figure 5: SHS Core and Track Subjects 13
Figure 6: SHS with Indigent/Very Poor Students 23
Figure 7: SHS with Working Students 24
Figure 8: SHS with Overaged Students 24
Figure 9: SHS Program Track 27
Figure 10: Learning Materials Used in SHS 31
Figure 11: Teaching-Learning Strategies Used in SHS 33
Figure 12: Type of Student Assessment Used in SHS 33

Model Senior High School Program v
LIST OF ACRONYMS
ABM Accountancy, Business, Management
ADM Alternative Delivery Mode
APEX Applied Academics for Excellence
BCNHS Bacolod City National High School
BESRA Basic Education Sector Reform Agenda
BPO Business Process Outsourcing
CHED Commission on Higher Education
CLIMBS Coop-Life Mutual Benefit Services Association
COA Commission on Audit
CSC Civil Service Commission
DepEd Department of Education
DMLMNHS Doña Montserrat Lopez Memorial National High School
DO DepEd Order
DOE Department of Energy
DOLE Department of Labor and Employment
Edukasyon 2Ps Edukasyon Pantulay Pangkabuhayan
EFA Education for All
EIM Electrical Installation and Maintenance
ERIO Educational Research and Innovation Office (SEAMEO
INNOTECH)
EVSU Eastern Visayas State University
FBS Food and Beverage Service
FGDs Focus Group Discussions
GE General Education
HE Home Economics
HEIs Higher Education Institutions
HESS Humanities, Education, Social Sciences
HRM Hotel and Restaurant Management
vi Monitoring of the Philippine Department of Education’s

ICOT-P Income-Creating Opportunities thru Technology Projects
ICT Information and Communications Technology
IETI International Electrical and Technical Institute
IRR Implementing Rules and Regulations
KASVs Knowledge, Attitude, Skills, and Values
KIIs Key Informant Interviews
LET Licensure Examination for Teachers
LGUs Local Government Units
LNU Leyte Normal University
LTLDPC Leyte Technology Livelihood Development Productivity
Center
MAPEH Music, Arts, Physical Education, and Health
MBCCI Metro Bacolod Chamber of Commerce and Industries
MOA Memorandum of Agreement
MOOE Maintenance and Other Operating Expenses
MVS Merida Vocational School
NC National Certificate
NHS National High School
NORIA Negros Organic Rice Industry Association
NSSC Naval Sea System Command
NSTP National Service Training Program
OCCI Metro Ormoc Credit Cooperative, Inc.
OHSP Open High School Program
OISCA Organization for Industrial, Spiritual, and Cultural
Advancement
OJT On-the-job Training
PCCI Philippine Call Center Institute
PD Presidential Decree
PE Physical Education
PEIs Private Educational Institutions
PESO Public Employment Service Office

Model Senior High School Program vii
PNHS Palo National High School
PNP Philippine National Police
PRC Professional Regulations Committee
Project EASE Project Effective Alternative Secondary Education
PUP Polytechnic University of the Philippines
RA Republic Act
RBEC Revised Basic Education Curriculum
RPL Recognition of Prior Learning
RSU Research Studies Unit
(SEAMEO INNOTECH, under ERIO)
SARDOs Students at Risk of Dropping Out
SBM School-Based Management
SEAMEO INNO- Southeast Asia Ministers of Education Organization
TECH Regional Center for Educational Innovation and
Technology
SEAU Solutions Evaluation and Adaptation Unit (SEAMEO
INNOTECH, under ERIO)
SHS Senior High School
SMAW Shielded Metal Arc Welding
SNHS Sum-ag National High School
SPRCNHS San Pedro Relocation Center National High School
STEM Science, Technology, Engineering, Mathematics
STVEP Strengthened TechVoc Education Program
TESDA Technical Education and Skills Development Authority
TechVoc Technical-Vocational
TLE Technology and Livelihood Education
TR Training Regulations
TVET Institutions Technical Vocational Educational Training Institutions
TVL Technical-Vocational-Livelihood
TWG Technical Working Groups
viii Monitoring of the Philippine Department of Education’s

ACKNOWLEDGEMENTS
O
ur deepest gratitude goes to the Department of Education (DepEd), Bureau
of Secondary Education under the former leadership of Dr. Lolita Andrada
for providing the overall direction, context and expectations of DepEd about
the Senior High School Modelling Program.
The Center significantly extends its gratitude to the school principals, teachers,
students, and parents of the seven SHS model schools included in this monitoring
study for sharing their experiences, achievements and challenges during the first
year of implementation.
This report was prepared under the general guidance of SEAMEO INNOTECH Center
Director Ramon C. Bacani, and Educational Research and Innovation Office Manager
Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team
includes Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project
Research Associate, and Rico Rose DC. Dilag, Program Assistant. Special thanks goes
to Evelyn D. Juan for copy editing the report.
We salute all the SHS learners, especially including those who have successfully
graduated from the program and now enjoying the fruits of their hardwork in their
chosen careers.

Model Senior High School Program ix
EXECUTIVE SUMMARY
I
n early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the
Educational Research and Innovation Office (ERIO) of the Southeast Asian
Ministers of Education Organization Regional Center for Educational Innovation
and Technology (SEAMEO INNOTECH)1 undertook a monitoring study to document
the developments on the first year of implementation of the Senior High School
(SHS) Modeling in selected SHS model schools in the country. The research study
was funded through SEAMEO INNOTECH’s Educational Research and Innovation
Fund as part of the Center’s set of program interventions to support the Department
of Education (DepEd)’s need for sustained technical support in operationalizing the
new K to 12 Basic Education Program.
The study aimed to generate knowledge drawn from the experiences of model
schools that can serve as a good resource for refining the guidelines for the full
implementation of SHS beginning SY 2016-2017. Specifically, the study aimed to
1) determine the pre-implementation considerations, and actual implementation
needs and processes under the SHS Modeling; 2) identify strengths and innovations
of the selected SHS model schools; 3) ascertain challenges and potentials for
improvement; and 4) formulate policy recommendations based on the lessons
learned by the selected SHS model schools.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted
with school heads, teachers and SHS students to obtain relevant information on the
SHS Modeling. Included in the monitoring study are four general public high schools,
namely, 1) Sangley Point National High School (NHS) in Cavite City, Cavite; 2) Bacolod
City NHS; 3) Sum-ag NHS in Bacolod City, Negros Occidental; and 4) Palo NHS in
Palo, Leyte; and three public technical-vocational (TechVoc) high schools, namely, 5)
San Pedro Relocation Center NHS in San Pedro, Laguna; 6) Doña Montserrat Lopez
Memorial NHS in Silay City, Negros Occidental; and 7) Merida Vocational School in
Merida, Leyte.
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to
March 2013, was part of a research project that aimed to generate case studies of
Alternative Delivery Mode (ADM) models in selected provinces of the Philippines
that would allow for deeper understanding of the implementation of appropriate
and effective ADMs for the SHS stage of the K to 12 program.
A review of related literature was also conducted to provide contextual background

to the study.
1 SEAMEO INNOTECH is one of the three SEAMEO regional centers hosted by the Government of the Philip-
pines (GOP).
x Monitoring of the Philippine Department of Education’s

General Findings
The general findings of the monitoring study paid attention to pre-implementation
and implementation experiences of the seven SHS model schools. Challenges and
recommendations were likewise drawn from the experiences of the schools in SHS
Modeling.
Pre-Implementation Experiences
Based on the data obtained from the KIIs and FGDs conducted, the seven schools
engaged in SHS Modeling to contribute to achieving Education for All (EFA).
Particularly, the schools aim to provide poor, working, and mostly overaged students
greater access to senior high school education while they are unable to enroll in
college. These schools also envisioned to strengthen the employability of the SHS
students through the provision of quality education.
Initially, the SHS model schools consulted the academe, labor-related government
agencies, industry partners, and local government units (LGUs) in preparation for the
SHS Modeling implementation. They sought technical support from DepEd – from
the central office down to the division level, the Commission on Higher Education
(CHED), and Higher Education Institutions (HEIs) to determine the specialization
that they could engage in and to help develop their curriculum and other academic
requirements.
On the other hand, the Department of Labor and Employment (DOLE), Technical
Education and Skills Development Authority (TESDA), and the industry partners
oriented them on labor market, the career pathways that they could offer and focus
on, and the training, capacity building, and certification requirements to strengthen
the employability of SHS students. For example, TechVoc schools usually provided
National Certificate (NC) I for junior high school and NC II for senior high school
which can be obtained by passing the assessment tests administered by TESDA.
At the same time, the SHS model schools met with either provincial or city/municipal
LGUs recognizing their key role as links to the industries as well as for the financial
and logistical support they can provide to help sustain the SHS implementation.
Partnerships of the SHS model schools with industries depended on the type
of specialization that they engage in. The specialization offered by the schools
depended on various considerations such as the type of industries and economic/
business activities that are prevalent in their area, the type of jobs that the industries
require, and the capacity of the school itself to undertake such career pathway
offering.

Model Senior High School Program xi
Partnerships with industries were formalized through a Memorandum of Agreement
(MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives
of SHS Modeling, and the roles and responsibilities of each party related to the
implementation of SHS Modeling.
The school heads and teachers were oriented and trained on the K to 12 Program
and SHS Modeling. Most of the teachers were either holders of a Master’s degree or
had completed a number of Master’s degree units. In some SHS model schools, the
teachers conducted their own research studies to build their capacities and enrich
the learning materials that they use.
The LGUs and industries partners were likewise oriented on the K to 12 Program
and SHS Modeling to ensure their awareness of their roles and responsibilities in the
modeling program.
Implementation Experiences
The success or failure of the SHS Modeling depended on a number of factors
including human resources, funding, facilities, curriculum, learning modules, and
guidelines or policies. Intervention programs, teaching methodologies, and student
assessment were also identified as crucial in sustaining the program.
1. Inputs
a. Human Resources, Funds, and Facilities
Different SHS model schools have different human resource and other
resource requirements depending on their program strategies.
Teachers that are hired for SHS teaching are often either holders of a Master’s
degree or have completed a number of Master’s degree units. While some
schools employ SHS teachers from their own faculty roster, other schools
tap teachers from HEIs or trainers from their industry partners.
Given that the school head is busy in overseeing the school’s day-to-day
operations and the teachers are already swamped with their teaching load,
some SHS model schools hire a full-time industry coordinator to assist in
tapping prospective industry partners, coordinate on-the-job training (OJT)
of the students, and facilitate job placement of SHS graduates.
Only two of the seven SHS model schools interviewed were given PhP 1
million each by the DepEd for SHS Modeling since they were part of the
original pilot schools. They were able to use the said fund to purchase school
xii Monitoring of the Philippine Department of Education’s

facilities and equipment. The rest of the SHS model schools did not receive
the same funds because they were only identified later. Since the program
is still in its modeling stage, these schools are unable to cover expenses for
their SHS modeling through their regular fund for maintenance and other
operating expenses (MOOE).
As it is, most of the SHS model schools make use of whatever resources or
facilities that the schools have. For instance, some schools alternate the use
of classrooms for junior high school (first to fourth year) and senior high
school (Grades 11 and 12) students. One school even uses its computer
laboratory to hold classes for SHS. In some cases, teachers had to shoulder
some expenses of students.
To help augment their financial requirements, the schools sought assistance

from government officials, LGUs, or industry partners.
b. Curriculum
The SHS model schools implement a curriculum that they developed in

consultation with DepEd, CHED, HEIs and industry partners.
Most of the SHS model schools follow a common academic curriculum,

with a few additional subjects that are relevant to the specializations the
schools offer, such as TechVoc or entrepreneurship courses. They align the
curriculum with the General Education subjects in college to prepare the
SHS students for possible entry to second or third year college.
The curriculum includes core subjects such as English, Filipino, mathematics,

science, social studies, and music, arts, physical education, and health
(MAPEH). Two new subjects, literature and philosophy, were added based
on the General Education curriculum of CHED.
The SHS model schools covered four areas: 1) Entrepreneurship/Business;

2) Technical-Vocational; 3) Humanities (Sports, Arts, Music, Languages,
Journalism); and 4) Science, Technology, and Engineering.
Students specializing in entrepreneurship or TechVoc can take the National

Certification (NC) II exams administered by the TESDA which they can use in
applying for jobs.
c. Learning Modules
As of SY 2012-2013, no instructional materials had been developed by the

DepEd for SHS Modeling. To compensate, the SHS model schools used: 1)

Model Senior High School Program xiii
printed modules or digitized resources (83%); 2) printed text or workbooks
(67%); and 3) online resources (50%).
d. Guidelines or Policies
Among the governing policies used by the SHS model schools in relation
to the K to 12 Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s.
2012 entitled, “Guidelines on the 2012 Implementation of the Senior High
School (SHS) Modeling in Selected Technical and Vocational and General
Secondary Schools under the K to 12 Basic Education Program”; 2) DO No.
71 s. 2012 entitled, “Additional Information to and Changes in DepEd Order
No. 36, S. 2012;” and Presidential Decree (PD) No. 42, as amended, entitled,
“A Decree Instituting a Labor Code thereby Revising and Consolidating
Labor and Social Laws to Afford Protection to Labor, Promote Employment
and Human Resources Development and Insure Industrial Peace based on
Social Justice,” particularly its provisions on apprenticeship with business
organizations.
In the case of Doña Montserrat Lopez Memorial NHS, they made use of DO
No. 48 s. 2007 to be able to hire contractual teachers to help address the lack
of teachers. The said department order authorizes TechVoc school heads to
hire contractual teachers.
2. Processes
a. Intervention programs for disadvantaged learners and/or students

at risk of dropping out (SARDOs)
The SHS model schools employ various intervention programs depending

on the needs of disadvantaged learners and/or SARDOs. In some cases, local
officials offer scholarship programs to deserving students. There is also the
adopt-a-child program for teachers who can afford to support a student. The
schools also employ the Open High School Program (OHSP) to address the
constraints of some students in attending daily classes. Learning materials
used under such arrangements include modules or workbooks. Some SHS
model schools also implement feeding, health, and nutrition programs. In
addition, the school encourages parents to support their students whenever
possible.
b. Teaching Methodologies
The SHS model schools apply various learning strategies and approaches
depending on their preferences and the needs of the SHS students. Face-
to-face teaching, media-assisted teaching and work-oriented teaching are
xiv Monitoring of the Philippine Department of Education’s

the most commonly employed teaching strategies; of the seven schools,
six (86%) identified at least one of these three as part of their teaching
methodology. Five schools (71%) mentioned using flexible learning, group
or cooperative learning, or process-oriented learning. Three schools (43%)
have individualized learning methods.
Except for the Bacolod City NHS, which only uses face-to-face learning, all
other schools use a combination of two or more teaching strategies. The
Doña Montserrat Lopez Memorial NHS employs all strategies mentioned
above, including pure web-based learning.
c. Student Assessment
The RSU survey showed that all seven SHS model schools make use of the
traditional type of assessment for SHS students. Next to this, 71.42 percent
said that they conduct performance assessment to evaluate the students.
On the other hand, 57.14 percent mentioned that they use either portfolio
or self-assessment in assessing the SHS students.
3. Output
a. Innovations
Among the innovations disclosed during the interviews are the following:
1) Establishing a strong and sustained partnerships with LGUs, indus-

tries, and HEIs to help provide the needed assistance for the Program;
2) Undergoing on-the-job (OJT) training programs as early as Grade 11

to accommodate all students and prevent congestion of trainees at
the end of the SHS term;
3) Screening of incoming SHS students through qualification tests,

scholastic grades and interviews;
4) Making the school accessible to indigent students by strictly imple-

menting a “zero collection” policy;
5) Giving consideration and flexible timeframe to students who are de-

ployed in OJT program to comply with requirements; ICT was like-
wise used for consultation;
6) Using real life scenarios, skill-oriented learning and treating stu-

dents as adults to motivate and challenge them to do well in school;

Model Senior High School Program xv
7) Designating a teacher as industry coordinator, one who had been
in the industry for a long time to facilitate the OJT program of the
students;
8) Encouraging SHS teachers to earn a Master’s degree or units, have

a NC Level II, or attend TESDA training programs and competency
assessment;
9) Encouraging SHS teachers to conduct action research and develop

their own instructional materials to help enrich existing instruction-
al materials;
10) Hiring contractual teachers to help mitigate the lack of teachers;

and
11) Providing laboratory access for SHS students through the Public
Employment Service Office (PESO) to augment the school’s limited
resources.
b. Student Tracking
As of 2013, the SHS model schools are yet to develop a system of tracking
since all of their SHS students were only in Grade 11.
xvi Monitoring of the Philippine Department of Education’s

Challenges
In accordance with the Implementing Rules and Regulations (IRR) of the Enhanced
Basic Education Act of 2013: Modeling for Senior High School (SHS) was implemented
to simulate the transition process and provide concrete data for the transition
plan following the guidelines set by the DepEd. The results of the SHS modeling
experience in seven school monitored by SEAMEO INNOTECH may be considered in
the nationwide implementation of the SHS program by SY 2016-2017.
The interviews with the seven SHS model schools revealed that they have
encountered a number of challenges and potentials with respect to guidelines or
policies, resources and LGU and parental support, awareness, and linkages.
Policy Guidelines
Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during
the school monitoring visit in March 2013, some model schools found it difficult to
immediately hire additional qualified teachers due to misinterpretation of policies
on hiring such as the localization law. The IRR and other relevant laws that provide
SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully
disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No.
48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.
In the case of SHS model schools that offer call center service (IT-BPO) as a
specialization, they are faced with the fact that most call centers do not allow job
immersion for high school students using the companies’ current facilities. Instead,
they only provide on-the-job training for prospective call center agents and technical
support staff who met the basic qualifications for hiring.
Resources
Many challenges and concerns raised by the SHS model schools were resource-
based. Among the resource-related concerns are the following:
1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per student,
school uniforms and other paraphernalia required by TESDA)
2) Transportation expenses of students who are undergoing their work immersion
programs
3) Accommodation expenses of students who need to stay near their workplaces
for their job immersion purposes
4) Cost of insurance premium for SHS students who are undergoing their work
immersion programs

Model Senior High School Program xvii
5) Some of the SHS students do not have their own classroom.
6) In some SHS model schools, there is insufficient number of computer units for
SHS students.
7) Since SHS is to be fully implemented only starting in 2016, some of the SHS
model schools have no budgetary allocation from its MOOE for SHS Modeling.
This situation forces the teachers to personally pay for some of the students’
requirements for the SHS Program. These expenses include photo copying of
student worksheets, transportation, meals and accommodation particularly for
the indigent students.
LGU support
While the SHS model schools are able to access support from LGUs using the Special
Education Funds (SEF), there are constraints under COA regulations related to
purchases of equipment/gadgets for tech-voc trainings. Under COA rules, cost of
any equipment valued at PhP 10,000 and above must be funded from a separate
budget for capital outlays. There is therefore a need to further examine how the SEF
can be maximized to augment the school’s limited MOOE capital outlay funds in
terms of allocation and utilization.
Parental support
Some parents are not convinced of the merits of the K to 12 education program,
hence, the schools kept on advocating the program thru radio broadcast, posters,
flyers and assembly meetings.
Awareness
DepEd needs to intensify a stakeholder approach in SHS program implementation,

awareness building and promotion of the program in a collaborative way among
the school, the LGUs, the industry partners, the HEIs, the parents, and the students.
This will help counter resistance to the full implementation of K to 12 from other
sectors.
Also interviews revealed that some SHS students were not properly guided on how
they can participate in non-academic programs during the SHS program modeling.
Some Grade 11 students expressed that there were no extra-curricular, co-curricular
and other voluntary activities available for SHS to participate.
Linkages
One of the challenges with respect to linkages was on the possible mismatch
between specialization and labor demand.
xviii Monitoring of the Philippine Department of Education’s

Recommendations
The following are the recommendations based on the findings of the study:
1. Guidelines/Policies
1.1 Regional and Division Offices may need to conduct orientation or refresher
course on new and existing policies and revised/latest implementing
guidelines affecting SHS program implementation to clarify issues such as
hiring of SHS teachers.
1.2 Institutionalize the designation or hiring of industry coordinators for SHS

model schools.
1.3 Advise senior high schools to consider the following in selecting specialized
tech-voc programs:
• Adequate and timely labor market information;
• Identification of one or two jobs that can be readily offered by the
schools;
• Availability of instructors-trainers who have the necessary competencies,
education and training;
• Availability of basic technical facility and resources needed to teach and
train students;
• Integration of a strong career guidance program;
• Availability of funds for the operating expenses; and
• Enhancement of the job or trade to attract students to consider it as
their career.
1.4 Develop doable policies and strategies in support of the K to 12 program

and to address the challenges in SHS implementation.
1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic
education in all secondary schools offering SHS.
1.6 Explore the adoption of Dual Training System (DTS) in partnership with
public and private sectors.
1.7 Clarify the interpretation of policy on teaching hours among SHS teachers
who are working outside the school premises beyond the standard eight
hours teaching load.

1.8 Promote use of student government/councils as a mechanism to support
the SHS program.

Model Senior High School Program xix
2. Sources of Funds
2.1 Provide sufficient budgetary support for additional classrooms, training

facilities for hands-on activities and equipment such as LCD projectors and
laptops, and learning materials of the SHS students.
2.2 Ensure timely release of funds and conduct orientation-briefing on new

guidelines to be developed on the utilization of financial assistance for the
implementation of SHS under the K to 12 Basic Education Program.
2.3 DepEd may need to discuss with TESDA the following propositions:
• For TESDA to consider waiving their fees for the competency assessment.
• For DepEd and TESDA to jointly review the polices regarding standard
costing for competency assessment activities to make it affordable for
all techvoc SHS students.
• Continue/Adopt the modified TESDA assessment scheme, a.k.a., National
Competency and Certification Program (NatCAC) in SY 2012-2013, to
support the Strengthened Tech-Voc Program (STVEP) of DepEd.
• During the transition period, DepEd, TESDA and DBM may need to
revisit the financing policy framework for granting scholarship to high
school students to cover the assessment fees for national certification/
certificate of competency (NC/COC).
2.4 Clarify the process of funds disbursement for the implementation of the
national competency and certification to address the bottlenecks in the
release of funds to schools.
2.5 Examine the management of Special Education Funds (SEF) in terms of

priority allocation and utilization in order to maximize LGUs’ support for SHS
under the K to 12 education program.
2.6 Verify the application/allocation of proceeds of the additional one percent

tax on real property accruing to the Special Education Funds (SEF) in the
purchase of capital outlays for SHS program.
3. Capacity Building
3.1 Provide skills training to build the capacities of SHS teachers.
3.2 Conduct training for career advocates (class advisers and parents) on career
guidance and counseling/coaching.
xx Monitoring of the Philippine Department of Education’s

4. Linkages
4.1 Encourage and promote multi-stakeholder partnerships between the

academe, the industries, and national and local government institutions.
4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review
strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program.
4.3 Operationalize the guidelines on K to 12 partnership building activities.
5. Curriculum Development
5.1 Incorporate a strong career guidance component in the curriculum.
5.2 Review the planned SHS curriculum and incorporate lessons learned from
its SHS Modeling experience.
5.3 Adopt the best practices of SHS model schools with respect to curriculum
development.
5.4 Technical-vocational skills alignment should be subject to labor market

priorities and not driven by supply.
5.5 Review/Adapt/Modify TESDA’s existing training programs:

• Special Training for Employment Program (STEP)
• Training for Work Scholarship Program (TWSP)
5.6 Provide SHS students more exposure to hands-on learning activities to

facilitate skills development and application of knowledge, attitude, skills,
and values.
5.7 Promote the use of flexible learning opportunities.
5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life

Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit
Cooperative, Inc. or OCCI) to secure their protection for their mobility during
the dual training program, apprenticeship, or job immersion program.
5.9 Learner assessment and certification maximize links with TESDA certificate
mechanism and also HEIs for cross credit recognition and recognition of
prior learning (RPL).

Model Senior High School Program xxi
5.10 Sustain the formation of Technical Working Groups (TWGs) and the conduct
of consultations.
5.11 Draft the training regulations and qualification standards for all SHS
programs.
5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness,
values, and attitudes since these are priority competencies of business firms
and industries.
6. SHS Program Management
6.1 Application of school-based management (SBM) approach (DepEd Order

No. 48) will provide the school with greater autonomy to manage its SHS
program based on the needs of business community.

6.2 The Schools Division need to monitor the SHS.
6.3 Strengthen the first 140 tech-voc schools to lead and guide the 40,000
public secondary schools as they serve as model schools or training centers
for SHS.
6.4 DepEd together with TESDA, CHED and other relevant stakeholders need
to develop a long-term plan on career guidance and counseling advocacy.
xxii Monitoring of the Philippine Department of Education’s

INTRODUCTION
T
he Philippine Department of Education (DepEd) is currently undertaking
a series of major reforms anchored on the implementation of a new K
to12 system as it seeks to improve basic education outcomes for Filipino
children and achieve its national Education for All commitments. The new K
to 12 Basic Education Program2 (Figure 1) involves the introduction of a new
12-year basic education curriculum, plus a year of mandatory kindergarten,
benchmarked on international standards.3 The 12-year curriculum includes
six years of elementary education (Grades 1 to 6), four years of junior high
school (Grades 7 to 10), and two years of senior high school (Grades 11 to
12) marked with multiple pathways and elective subjects supported by a
comprehensive career guidance program.4
Figure 1: DepEd’s Enhanced Basic Education Program
Source: Department of Education, February 2014
2 The “Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May
2013.
3 The Philippines, prior to the K to 12 reform agenda, was the only country in Asia and
one of the only three countries in the world (together with Djibouti and Angola in
Africa) with a 10-year pre-university program. See Annex 1.
4 SEAMEO INNOTECH Technical Support Program for the Philippine Department of Edu-
cation K to12 Reform Agenda

Model Senior High School Program 1
With the addition of the multifaceted curriculum to be offered in senior high school,
graduates are expected to holistically develop and possess these 21st century skills:
1. Information, media and technology skills – visual and information literacies;

media literacy; basic, scientific, economic, and technological literacies; and
multicultural literacy and global awareness
2. Learning and innovation skills – creativity and curiosity; critical thinking,

problem solving and risk-taking; adaptability, managing complexity and
self-direction; and higher order thinking and sound reasoning
3. Effective communication skills – teaming, collaboration and interpersonal

skills; personal, social and civic responsibility; and interactive communication
4. Life and career skills – flexibility and adaptability; initiative and self-
direction; social and cross-cultural skills; productivity and accountability;
and leadership and responsibility
A K to 12 graduate (Figure 2) will be ready to take on higher education or middle

level skills development, or enter the world of entrepreneurship or employment.
Figure 2: The K to 12 Graduate
Source: SEAMEO INNOTECH, 2012
2 Monitoring of the Philippine Department of Education’s

In anticipation of the full implementation of SHS starting June 2016, DepEd
has undertaken the “Senior High School Modeling Program” or “SHS Modeling”
beginning SY 2012-2013.
The Guidelines on the 2012 Implementation of the Senior High School (SHS)
Modeling5 provides that “prior to the implementation of the senior high school, a
research and development process will be explored by implementing a Senior High
School Modeling Program in selected public technical-vocational (TechVoc) and
general secondary schools as participants or ‘model’ schools ahead of the projected
nationwide implementation of the SHS in 2016-2017. The modeling started in June
2012 for selected model high schools (Grades 11). The enrollees were the fourth year
high school (Grade 10) completers of SY 2011-2012.”
The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following
objectives:
1. introduce and prepare the concerned model schools for the implementation
of the Grades 11 and 12 through the provision of appropriate interventions,
e.g., training of teachers, and provision of support facilities and instructional
materials;
2. generate actual learning experiences of the different participating/volunteer

secondary schools in order to come up with different modalities as vital
inputs in the implementation of the SHS; and
3. prepare and carry out the communication plan to generate support from
the media, civil society, academe, local government units (LGUs), and private
sectors.
Technical support for the SHS Modeling was provided by SEAMEO INNOTECH in
developing a sustainable model for Grades 11 to 12 by evolving a comprehensive
education system linking education tiers with businesses and industries, and by
drawing from the innovative work completed under the Center’s Applied Academics
for Excellence (APEX) project experience. The Center assisted selected DepEd
Regional Offices in modeling the senior high school program through adaptation
of existing APEX models.
5 DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of
the Senior High School (SHS) Modeling in Selected Technical and Vocational Education
and General Secondary Schools under the K to 12 Basic Education Program

DepEd identified selected schools to be part of the modeling program based on a
set of criteria. Prior to modeling, a school must have the following:
1. an established post-secondary education;

2. a strong school-local industry partnership, e.g., its graduates are prioritized
by the neighboring/local industries for employment;
3. available functional workshop laboratories;
4. available qualified teachers; and
5. established linkages with local colleges/higher education institutions for
possible recognition of subject units taken in SHS if and when the student
chooses to continue with academic advancement.
Table 1 describes the general profile of the selected SHS model schools.
Table 1: General Profile of SHS Model Schools, SY 2012-2013

SCHOOL TYPE NO. OF SCHOOLS NO. OF ENROLLEES
Public High Schools
General High Schools 8 260
Technical-Vocational High Schools 14 1,012
Higher Education Institutions (HEIs)
Private HEIs 7 5,268
Local University/College 1
Total 30 6,540
Source: Yolanda S. Quijano, 2012
Specializations offered by some of the SHS model schools are enumerated in Table 2.
Table 2: SHS Model Schools Specializations

REGION/DIVISION SCHOOL SPECIALIZATION
General Public High Schools

IV-A – Batangas Pinagtongulan National Coffee Course
High School
IV-A – Cavite Sangley Point National Security and
High School Peacekeeping
VI – Bacolod City Bacolod City National Call Center
High School
VI – Negros Occidental Negros Occidental Call Center
National High School

VI – Bacolod City Sum-ag National High Agricultural

School
VIII – Leyte Palo National High School Tourism and Information
and Communication
Technology
X – Bukidnon Bukidnon National High Automotive Food Trade
School
XII – Cotabato City Notre Dame Village Electrical Wiring
National High School Installation
Public TechVoc High Schools
III – Bulacan Balagtas National Agriculture
Agricultural High School
IV-A – Laguna San Pedro Relocation Electronics
Center National High Automotive
School Garments
Food Technology
VI – Silay City Doña Montserrat Lopez Food and Beverage
Memorial National High Welding
School Housekeeping
Electricity
VII – Mandaue Subangdaku Technical Welding
Vocational School Garments
Commercial Cooking
VIII – Leyte Merida Vocational School Automotive Service,
Metals and Engineering
Higher Education Institutions
NCR – Makati City University of Makati Tech Voc – Basic
Technology
Business Education
Call Center / BPO
Information Technology
Art Education
Performing and Broadcast
Arts
Dance and Sports
Citizenship and
Leadership Training
Allied Health / Caregiving
Athletics

NCR – Caloocan City Manila Central University Optical Laboratory

Technician
NCR – Makati City ADM Consortium Information Technology,

Journalism and Medical
Technology
V – Naga City Ateneo de Naga Information Technology
University Early Childhood Teacher-
Aide Program
XI – Davao Philippine Women’s Bread and Pastry
College of Davao City Production
Commercial Cooking
Computer Programming
Clothing Technology
Drafting Technology
Entrepreneurship
Food and Beverage
Service
Graphic and Digital
Animation
Tourism
The modeling involved developing a curriculum, designing and organizing a set of

appropriate instructional materials, and identifying and using varied teaching and
learning strategies – all at the school level, based on the needs of its students and
the demands of local businesses or industries.
This monitoring study looks into the status of and experiences on SHS Modeling in
selected schools in the country in preparation for its full implementation by 2016.
The study was funded by SEAMEO INNOTECH under its Educational Research and
Innovation Fund as part of the Center’s commitment to support DepEd’s K to 12
Basic Education Sector Reform Agenda.

OBJECTIVES OF THE STUDY
T
he monitoring of model senior high schools forms part of SEAMEO
INNOTECH’s set of program interventions to support DepEd’s need for
sustained technical support in operationalizing the new K to 12 Basic
Education Program.
The study aims to generate knowledge drawn from the experiences of model
schools that can serve as a good resource for refining the guidelines for the
full implementation of SHS beginning SY 2016-2017.
Specifically, the study aims to:
1. determine the pre-implementation considerations and actual

implementation needs and processes under the SHS Modeling;
2. identify strengths and innovations of the selected SHS model schools;
3. ascertain challenges and potentials for improvement; and
4. formulate policy recommendations based on the lessons learned by

the selected SHS model schools.

METHOD OF STUDY
T he study consisted of the various stages of the SHS Modeling, from pre-
implementation to implementation, and including the challenges schools
have experienced thus far in relation to modeling (Figure 3).
The pre-implementation stage considered the factors that influenced the school to
take part in the SHS Modeling program. Activities that had to be undertaken prior to
implementation were likewise looked into. These include establishing linkages with
local government units, local businesses and industries; developing appropriate
curriculum; building capacity especially among teaching personnel; and acquiring
necessary certifications particularly for teaching technical-vocational subjects.
The implementation stage included the necessary inputs such as human and
financial resources, adequate facilities, curriculum, and learning materials, including
policy guidelines; processes that take place such as intervention programs, use of
different teaching methodologies, and student assessment; and outputs such as
innovations, and student employment as on-the-job trainees generated during the
first year of SHS modeling.
Challenges related to policies and implementing guidelines; available resources;

level of community support, including LGUs and parents; level of awareness; and
community linkages were also examined.
The good practices and lessons learned from the first year of modeling were taken in
consideration before recommendations were crafted to help address the challenges
and maximize any potential for improvement of the program.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted
from February to March 2013 with school heads, teachers and SHS students to
obtain relevant information on the SHS Modeling.

Figure 3: Framework of Study
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, also conducted from February
to March 2013, was part of a research project that aimed to generate case studies
of Alternative Delivery Mode (ADM) models in selected provinces of the Philippines
that would allow for deeper understanding of the implementation of appropriate
and effective ADMs for the SHS stage of the K to 12 program.
The draft report was distributed to SHS model schools during a conference held in
Baguio City in June 2013 to solicit comments and suggestions.
Of the total number of SHS model schools, four general public high schools and
three public TechVoc high schools were included in the monitoring study. Due to
limited resources, selection of SHS model schools included in the monitoring study
was based on a plan of action that would optimize the Center’s available resources.
The list of the seven SHS model schools included in the study can be found in Table 3.

Table 3: List of SHS Model Schools Included in the Monitoring Study
REGION/DIVISION SCHOOL TYPE OF SCHOOL
IV-A – Laguna San Pedro Relocation Center Public TechVoc HS
NHS
IV-A – Cavite City Sangley Point NHS General Public HS
VI – Bacolod City Bacolod City NHS General Public HS
VI – Bacolod City Sum-ag NHS General Public HS
VI – Silay City Doña Montserrat Lopez Public TechVoc HS
Memorial National High
School
VIII – Palo Palo National High School General Public HS
VIII – Leyte Merida Vocational School Public TechVoc HS

THE SHS CURRICULUM
W
hile the SHS Modeling program allows the model schools to innovate and
develop their own curriculum, DepEd had proposed a senior high school
curriculum when the program started in 2012. The proposed curriculum
consisted of the following: a) core subjects spanning seven learning areas, namely,
language, literature, mathematics, philosophy, natural sciences, social sciences, and
the national service training program (NSTP); and b) career pathways subjects which
cover the areas of entrepreneurship or business, technical-vocational, humanities
(i.e., sports, arts, music, languages, journalism), and science, technology and
engineering (Table 4).
Table 4: Proposed SHS Curriculum (2012)

LEARNING SUBJECTS GRADE 11 GRADE 12 TOTAL
AREAS 1ST 2ND 1ST 2ND HOURS
SEM SEM SEM SEM
Core Curriculum
Language English or Filipino or others 54 54 108
Literature Philippine and 54
World Literature 54 108
Mathematics Mathematics 54 54 108
Philosophy Philosophy 54 54
Natural Life/Physical Sciences 54 54 108
Sciences
Social Contemporary Issues 54 54 108
Sciences
NSTP Community Service 54 54 108
Career Pathways, including immersion 216 216 270 270 972
or practicum
- entrepreneurship or business;
- technical-vocational;
- humanities (sports, arts, music,
languages, journalism);
- science, technology and
engineering
Total Hours 486 486 432 270 1,674

Hours/Day 5.4 5.4 4.2 3.0

DepEd has since then modified the proposed SHS curriculum. As of February 2014,
the revised senior high school curriculum consists of the following: a) core subjects
covering eight learning areas, namely, language, humanities, communication,
mathematics, philosophy, science, social science, and physical education (P.E.)
and health; and b) track subjects encompassing the areas of academic, technical-
vocational-livelihood, sports, and arts and design (Figure 4).
Figure 4: Revised Senior High School Curriculum (2014)
As compared to the former proposed curriculum (2012) where one subject consists
of 54 class hours in a semester, a subject under the revised proposed curriculum
(2014) consists of 80 class hours in a semester. DepEd has also clearly identified the
specific core and track subjects under the revised curriculum. The SHS will have 15
core subjects and 16 track subjects, where seven are common subjects and nine are
specialization subjects, totalling 31 subjects to be taken up in Grade 11 and Grade
12 (Figure 5).

Figure 5: SHS Core and Track Subjects
The career pathways – or tracks – have also been redefined under the revised
curriculum. One of the more salient changes is how the Academic Track lumps
together accountancy, business, management (ABM); liberal arts (General
Academic); humanities, education, social sciences (HESS/HUMMS); and science,
technology, engineering, mathematics (STEM). The ABM was formerly one of the
main career pathways (i.e., entrepreneurship or business); STEM was also formerly
one of the main career pathways; humanities was likewise identified as one of the
main career pathways, and includes sports, arts and music, among others, which
were later specified as main tracks under the revised curriculum.

Core Subjects
The 15 core subjects are spread among the eight learning areas. Language takes
up four subjects; humanities has two subjects; communication consists of only one
subject; mathematics, science, and social science cover two subjects each; while
philosophy and PE and health have one subject each. All 15 subjects will be taken
up by SHS students regardless of the track they opt to take.
Table 5 lists in details the 15 core subjects.
Table 5: SHS Core Subjects

CORE SUBJECTS Hours per
semester
Language 1. Oral Communication 80
2. Reading and Writing 80
3. Komunikasyon at Pananaliksik sa Wikang 80
Filipino at Kulturang Pilipino
4. Pagbasa at Pagsusuri ng Iba’t-ibang Teksto 80
Tungo sa Pananaliksik
Humanities 5. 21st Century Literature from the 80
Philippines and the World
6. Contemporary Music and Visual Arts 80
Communication 7. Media and Information Literacy 80
Mathematics 8. General Mathematics 80
9. Statistics and Probability 80
Science 10. Earth and Life Science (Lecture and 80
Laboratory)*
11. Physical Science (Lecture and 80
Laboratory)*
Social Science 12. Personal Development 80
13. Understanding Society, Politics and 80
Culture
Philosophy 14. Introduction to Philosophy of the Human 80
Person
PE and Health 15. Physical Education and Health 80
CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480
Total Hours / Number of School Days in SHS 6.2 hours/day
(400)
*Students in the STEM Strand will take Disaster Readiness and Risk Reduction and
Earth Science instead of these subjects

Track Subjects
Track subjects comprise seven common track subjects and nine specialization or
specialized track subjects. Similar to the core subjects, the common track subjects
will be taken up by all SHS students regardless of their track. However, the common
track subjects are contextualized as appropriate to specific tracks. All strands under
the Academic Track (i.e., ABM, Liberal Arts or General Academic, HESS/HUMMS,
and STEM) have the same list of common track subjects. On the other hand, the
Technical-Vocational-Livelihood, Sports, and Arts and Design Tracks share the same
list of common track subjects.
Table 6 contains the list of common subjects for all tracks.
Table 6: Common Track Subjects

Contextualized Track Subjects
Academic Track Technical-Vocational-Livelihood /
Sports / Arts and Design Tracks
1. English for Academic and 1. English for Academic and Professional
..Professional Purposes .Purposes
2. Research 1: Qualitative Research 2. Research 1: Qualitative Research in

..in Daily Life .Daily Life
3. Research 2: Quantitative Research 3. Research 2: Quantitative Research in

..in Daily Life .Daily Life
4. Pagsulat sa Filipino sa Piling 4. Pagsulat sa Filipino sa Piling Larangan

..Larangan (Akademik) .(Isports, Sining at TechVoc)
5. Empowerment Technologies 5. Empowerment Technologies (E-Tech):

..(E-Tech): ICT for Professional .ICT for Professional Tracks
..Tracks
6. Entrepreneurship 6. Entrepreneurship
7. Research Project 7. Research Project / Culminating Activity
Each subject will have 80 hours per semester
The specialization track subjects differ from one track to another, and even from one
strand or mini-course to another. This will be illustrated in the following sections.

Academic Track
The Academic Track includes four strands: accountancy, business, management
(ABM); liberal arts (General Academic); humanities, education, social sciences
(HESS/HUMMS); and science, technology, engineering, mathematics (STEM). The
specialized track subjects under this track differ depending on the strand. These are
detailed in Tables 7-10.
Table 7: Specialized Track Subjects

(Academic Track - ABM Strand)
8. ABM Strand 1 Applied Economics
9. ABM Strand 2 Business Ethics and Social Responsibility
10. ABM Strand 3 Fundamentals of Accountancy, Business
and Management 1
11. ABM Strand 4 Fundamentals of Accountancy, Business
and Management 2
12. ABM Strand 5 Business Math
13. ABM Strand 6 Business Finance
14. ABM Strand 7 Organization and Management
15. ABM Strand 8 Principles of Marketing
16. ABM Strand 9 Work Immersion/Research/Career
Advocacy i.e., Business Enterprise
Simulation

(Academic Track - General Academic Strand)
8. Liberal Arts Strand 1 Humanities 1
9. Liberal Arts Strand 2 Humanities 2
10. Liberal Arts Strand 3 Social Science 1
11. Liberal Arts Strand 4 Applied Economics
12. Liberal Arts Strand 5 Organization and Management
13. Liberal Arts Strand 6 Disaster Readiness and Risk Reduction
14. Liberal Arts Strand 7 Elective (from any Track/Strand)
15. Liberal Arts Strand 8 Elective (from any Track/Strand)
16. Liberal Arts Strand 9 Work Immersion/Research/Career
Advocacy/Culminating Activity

(Academic Track - HUMSS Strand*)
8. HUMMS Strand 1 Creative Writing
9. HUMMS Strand 2 Creative Non-Fiction: The Literary Essay
10. HUMMS Strand 3 World Religions and Belief Systems
11. HUMMS Strand 4 Megatrends and Critical Thinking in the
21st Century Culture
12. HUMMS Strand 5 Philippine Politics and Governance
13. HUMMS Strand 6 Community Involvement and Social
Issues
14. HUMMS Strand 7 Introducing the Social Sciences
(Anthropology, Economics, History,
Psychology, Sociology, Political
Science)
15. HUMMS Strand 8 Introducing the Applied Sciences
(Communication, Journalism, Guidance
and Counselling, Social Work)
16. HUMMS Strand 9 Work Immersion/Research/Career
*For finalization

(Academic Track - STEM Strand)
8. STEM Strand 1 Pre-Calculus
9. STEM Strand 2 Basic Calculus
10. STEM Strand 3 General Biology 1
11. STEM Strand 4 General Biology 2
12. STEM Strand 5 General Physics 1
13. STEM Strand 6 General Physics 2
14. STEM Strand 7 General Chemistry 1
15. STEM Strand 8 General Chemistry 2
16. STEM Strand 9

Technical-Vocational-Livelihood Track
The Technical-Vocational-Livelihood (TVL) Track has four mini-courses: home
economics (HE), information and communications technology (ICT), agri-fishery
arts, and industrial arts. Each mini-course has sub-specialization subjects that are
based on the TESDA training regulations (Table 11).
Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood

Track*)
TVL Track Subjects TESDA Training Regulations-Based Specializations
Subjects Example HE ICT Agri-Fish- Industrial
ery Arts Arts
8. TechVoc Beauty Care Hairdressing Cable TV Rice Automotive
.Track 1 Installation Machinery Servicing
Operation
9. TechVoc Nail Care Bread and Visual Graphic Landscape Refrigeration
.Track 2 Pastry Design Installation and Air
Production and conditioning
Maintenance
10. TechVoc Tailoring Animation Organic Carpentry
Track 3 Agriculture
Production
11. .TechVoc Tour Medical/ Rubber Consumer
Track 4 Guiding Judicial Production Electronics
Services Transcription Servicing
12. .TechVoc Travel Horticulture Electrical
Track 5 Services Installation
and
Maintenance
13. .TechVoc Hair-dressing Caregiving Animal Plumbing
Track 6 Production
14. .TechVoc Food and Aquaculture Shielded
Track 7 Beverage Metal- Arc
Services Welding
15. .TechVoc Housekeep- Food Masonry
Track 8 ing Processing
16. .TechVoc Attractions Crop
Track 9 and Theme Production
Parks
Tourism
Handicraft:
Fashion
Accessories
Handicraft:
Paper Craft

TVL Track Subjects TESDA Training Regulations-Based Specializations
Subjects Example HE ICT Agri-Fish- Industrial
ery Arts Arts
Handicraft:
Woodcraft
Handicraft:
Leathercraft
*For Finalization
Sports Track
The Sports Track includes two specializations: a particular sports or fitness. The
specialized track subjects under this track are shown in Table 12.
Table 12: Specialized Track Subjects (Sports Track)

8. Sports Track 1 Safety and First Aid
9. Sports Track 2 Understanding Human Movement
10. Sports Track 3 Fundamentals of Coaching
11. Sports Track 4 Sports Officiating and Activity
Management
12. Sports Track 5 Fitness, Sports and Recreation
Leadership
13. Sports Track 6 Psychosocial Aspects of Sports and
Exercise
14. Sports Track 7 Fitness Testing and Exercise
Prescription
15. Sports Track 8 Practicum (In-Campus)
16. Sports Track 9 Work Immersion/Research/Career

Arts and Design Track
The specialized track subjects for Arts and Design Track are listed in Table
13.

(Arts and Design Track)
8. Arts Track 1 Creative Industries I: Arts and Design
Appreciation and Production
9. Arts Track 2 Creative Industries II: Performing Arts
10. Arts Track 3 Physical and Personal Development in
the Arts
11. Arts Track 4 Developing Filipino Identity in the Arts
12. Arts Track 5 Integrating the Elements and Principles
of Organization in the Arts
13. Arts Track 6 Leadership and Management in
Different Arts Fields
14. Arts Track 7 Apprenticeship and Exploration of
15. Arts Track 8 Apprenticeship and Exploration of
16. Arts Track 9 Exhibit for Arts Production (Media Arts,
Visual Arts and Literary Arts)/ Perform-
ing Arts Production (Music, Dance,
Theater)
Each subject will have 80 hours per semester except Apprenticeship and
Exploration of Different Arts Fields which will have 160 hours (i.e., 80 hours
+ 80 hours)
To summarize, the 15 core subjects, which are mostly taken up in Grade 11, and
the 16 track subjects, which are generally taken up in Grade 12, under the revised
proposed SHS curriculum are presented in Table 14.

Table 14: Summary of Revised SHS Curriculum (2014)
Core Subjects Grade 11 Grade 12 Total
1st 2nd 1st 2nd
Sem Sem Sem Sem
Language Oral Communication/ 80 80 160
Reading and Writing
Talastasang Filipino sa 80 80 160
Lipunang Pilipino/
Pagbasa, Pagsulat, Panana-
liksik sa Wika at Kulturang
Filipino
Humanities 21st Century Literature 80 80
from the Philippines and
the World
Philippine Music and Arts 80 80
Communica- Media and Information 80 80
tion Literacy
Mathematics General Math/ Statistics 80 80 160
and Probability
Science Life Sciences – Lecture and 80 80 160
Laboratory
Physical Sciences – Lecture 80 80 160
and Laboratory
Social Science Personal Development/ 80 80 160
Understanding Society and
Culture
Philosophy Intro to Philosophy of the 80 80
Human Person
PE and Health Physical Education and 20 20 20 20 80
Health
CORE Total Number of Hours 500 500 180 180 1,360
TRACK Total Number of Hours 160 160 480 480 1,280
Total Number of Hours (CORE + TRACK) 660 660 660 660 2,640
Total Hours (CORE + TRACK) divided by 6.6 6.6 6.6 6.6
Number of School Days in a Semester (100)
= hours/day

GENERAL TRENDS
T
he following are the general findings based on the interviews conducted in the seven SHS model
schools and the survey results conducted by SEAMEO INNOTECH.
Table 15: List of Selected Model SHS

Name of School Division Type of Specialization Enrollees
School (SY 2012-2013)
Male Female Total
1. San Pedro Relocation Laguna Public Electronics, 295 249 544
.Center NHS TechVoc Automotive,
HS Garments, Food
Technology
2. Sangley Point NHS Cavite General Security and 27 7 34
City Public HS Peacekeeping
3. Bacolod City NHS Bacolod General Call Center 26 18 44
City Public HS
4. Sum-ag NHS Bacolod General Agricultural 4 10 14
City Public HS
5. Doña Montserrat Silay City Public Electricity, 42 66 108
.Lopez Memorial TechVoc Shielded Metal Arc
.National High School HS Welding (SMAW),
Housekeeping,
Food and Beverage
Service
6. Palo National High Palo General Tourism, Information 69 33 102
.School Public HS and Communication
Technology
7. Merida Vocational Leyte Public Automotive 16 77 93
.School TechVoc Service, Metals and
HS Engineering
Total Enrollees 459 480 939
Source: SEAMEO INNOTECH RSU Survey on ADM, 2013

Pre-implementation Experiences
The pre-implementation stage is one of the most crucial stages of SHS Modeling. This
stage allows for schools to hold consultations with key stakeholders to determine
their specialization, develop their curriculum, and determine the human resource
and certification requirements needed to fully implement SHS Modeling.
Rationale
Based on the data obtained from the KIIs and FGDs conducted, most of the seven
SHS model schools engaged in SHS Modeling not only to contribute in achieving
education for all but to provide poor and working students greater access to senior
high school education as well as employment opportunities and quality education
while they are unable to enroll in college. At the same time, most of the schools
engaged in SHS Modeling to accommodate overaged students.
To illustrate, the survey shows that 85.71 percent or six out of seven respondents
said that most of their senior high school students are indigent or are very poor.
At the same time, the same survey showed that 100 percent or seven out of seven
respondents said that their students are mainly working students. In addition, 71.42
percent or five out of seven respondents said that most of the students are overaged
students (see Figures 6, 7, and 8).
Figure 6: SHS with Indigent/Very Poor Students

Figure 7: SHS with Working Students
Figure 8: SHS with Overaged Students
The KIIs and the FGDs validate these findings. In most senior high school model
schools like Sangley Point NHS in Cavite, Sum-ag NHS in Negros Occidental, and
Palo NHS in Leyte, most of the senior high school student-respondents mentioned
that they enrolled in the SHS Modeling Program because they are unable to enroll in
college due to financial constraints but wanted to continue to study. They also said
that they wanted to be able to work so they can save money to be able to study in
college. Others simply wanted to go to work after finishing SHS to be able to help
their families.

On the other hand, other TechVoc schools, such as San Pedro Relocation Center NHS
in Laguna, Doña Montserrat Lopez Memorial NHS in Negros Occidental, and Merida
Vocational School in Leyte, wanted to test their capacities and competencies as
TechVoc schools in engaging in SHS Modeling.
Linkages
Initially, the SHS model schools held consultations with the Department of Labor
and Employment (DOLE), the local government units (LGUs), and prospective
industry partners to help determine the type of specialization that they could
engage in. The LGUs were seen by the schools as their links to the industry partners.
On the other hand, they sought advice from DOLE and the industries on the possible
specializations that they could engage in while taking into consideration job
availability in their area.
Partnerships of the SHS model schools with industries depended on the type of
specialization that they engaged in. For instance, Sangley Point NHS – which engaged
in security services – partnered with the Philippine Navy and the Philippine National
Police (PNP) because these institutions specialize in sustaining maritime security in
the case of the Philippine Navy and domestic peace and order in the case of the PNP.
On the other hand, the Bacolod City NHS partnered with the Negros Occidental
Language and Information Technology Center since they saw this institution would
be able to help enhance the skills of the students in their prospective call center
work.
Because of their various specialization offerings, Doña Montserrat Lopez Memorial

NHS established partnerships with different industries including Hawaiian Philippine
Company, Mel Ken Restaurant, Baldevia Pension House, Sunburst Bay Resort, and
Royal Am Rei Hotel.
In Leyte, the Merida Vocational School established a partnership with MAC Builders
because it provided OJT and employment opportunities to SHS students that
engaged in automotive services. They also partnered with Yakal Construction
to provide OJT and job opportunities with the students under the Metals and
Engineering Program.
In most cases, the partnerships of the SHS model schools with the industries were
formalized through the signing of a Memorandum of Agreement (MOA). The MOA
helped in clarifying the nature of the SHS Modeling Program and the roles and
responsibilities of the partner institutions under the said program.

Curriculum Development
As provided under Item Number 4 of DepEd Order (DO) No. 36 series of 2012, “… the
model schools are given the flexibility to innovate and develop their own curriculum
based on the needs of students and demands of the local industries…”
On the other hand, Enclosure No. 1 to DO 36 series of 2012 provides that, “The
Grades 11 and 12 Curriculum or the Senior High School Curriculum is based on two
(2) tracks: For the academic track, the curriculum is based on College Readiness
Standards given by the Commission on High Education (CHED). For the technical-
vocational track, it is based on the learning outcomes and performance criteria
stipulated in the Training Regulations (TR) of TESDA. Other specializations not found
in the TR may be offered provided these address the demands of local industry and
that the school has the qualified faculty and the facilities required.”
Most of the SHS model schools have a common academic curriculum, with a few
additional specialized academic subjects that were selected based on the relevance
to their TechVoc or entrep specializations. In consultation with DepEd, CHED and
other HEIs, they align the academic curriculum with the General Education subjects
in college to prepare the SHS students for possible entry to second year or third year
college.
The academic subjects include core subjects such as English, Filipino, mathematics,
science, social studies, and music, arts, physical education, and health (MAPEH).
Two new subjects, literature and philosophy, were added based on the General
Education Curriculum of CHED.
In San Pedro Relocation Center NHS, they offer 34 units of academic subjects for 43
hours, plus 300 hours of OJT per student. They explained that the academic subjects
that they developed were designed to prepare the students for entry into third year
college.
Additional subjects were determined based on their relevance to specializations. For

instance, Sangley Point NHS included Political Science to their academic curriculum
because they saw it as being relevant to their specialization on Security Service.
They likewise added Taekwondo and Gun Safety and Firing as additional subjects
to enhance the students’ knowledge and skills and build their confidence in security
service.
In the survey conducted by RSU, only 28.57 percent or two out of seven respondents
said that they had an academic program track. It should be clarified that all seven
schools based on the interviews indicated that they had a core academic curriculum
on top of the specializations that they offered. On the other hand, 85.71 percent or
six out of seven respondents mentioned that they had a TechVoc program track.

Only 14.29 percent or one out of seven respondents said that its program was under
Others (Bacolod NHS which offered call center services) (see Figure 9).
Figure 9: SHS Program Track
Capacity Development
The SHS Modeling school heads and teachers were oriented and trained on the
K to 12 Program (i.e., key changes in secondary education, career pathways, and
adjustments in time allotment per learning area) and SHS Modeling (i.e., pertinent
provisions of DepEd Order 36 series of 2012 on the nature and objectives of SHS
Modeling, roles and responsibilities of SHS model schools, and implementation
scheme). In the case of San Pedro Relocation Center NHS and Merida Vocational
School, the training programs were held in one day. The other SHS model schools did
not indicate the number of days for their K to 12 Program and SHS Modeling training
and orientation sessions. Most of the teachers have either earned their Master’s
degree or some units. In some SHS model schools, the teachers also conducted their
own researches to build their capacities and enrich existing learning materials.
SHS Modeling partners, such as the LGUs and the industries were likewise oriented
on the K to 12 Program and SHS Modeling to prepare them for their roles and
responsibilities under the program. The orientation sessions were usually held
twice – half day during consultations and half day prior to the signing of MOAs.
These sessions were also held whenever the SHS model schools would meet other
prospective industry partners.

Certifications
Based on the RSU survey on ADM, 71.42 percent or five out of seven respondents
said that they offered certificate of competencies, 85.71 percent or six out of seven
respondents mentioned that they offered national certification provided by TESDA,
and 71.42 percent or five out of seven respondents indicated that they provide
SHS graduates with a high school diploma. Only 14.29 percent or one out of seven
respondents (i.e., Doña Montserrat Lopez Memorial NHS) said that they gave an OJT
certification and a certificate of training.
The observations on the type of certifications used were consistent with the number
of schools that had TechVoc program specializations. TechVoc program schools
usually provide NC I for junior high school and NC II for senior high school which are
obtained by passing the assessment administered by TESDA.
Implementation Experiences
Inputs
Human resources
Different SHS model schools have different human resource requirements

depending on their program strategies. With respect to SHS teachers, the schools
usually employ those who have Master’s degree or units.
While some schools employ SHS teachers from their own faculty roster, other schools
tap teachers from HEIs or their industry partners. Palo NHS is an example of a SHS
model school that taps teachers from HEIs. On the other hand, Sangley Point NHS
seeks the assistance of its industry partners including the Philippine Navy and the
PNP in providing training.
Given that the school head is busy in overseeing the school’s day-to-day operations
and the teachers are already swamped with their teaching load, some SHS model
schools – such as Doña Montserrat Lopez Memorial NHS – hire a full-time industry
coordinator to assist in tapping prospective industry partners, coordinate OJTs of
the students, and facilitate the possible hiring of SHS graduates.
Doña Montserrat Lopez Memorial NHS also hires contractual teachers to address
instances of unavailability of the designated SHS teachers.

Funding and facilities
Only two of the seven SHS model schools interviewed were given PhP 1 million each
by DepEd for SHS Modeling since they were part of the original pilot schools. These
include San Pedro Relocation Center NHS and Doña Montserrat Lopez Memorial NHS.
They were able to use the said funds to purchase school facilities and equipment.
The rest of the SHS model schools did not receive the same funds because they were
only identified later. Since the program is still in its modeling stage, there seems to
be a confusion among the SHS model schools whether they could use funds from
their maintenance and other operatingexpenses (MOOE) or not. Some SHS schools
do not allocate funds from their MOOE for SHS Modeling, saying that they have not
been programmed for such purpose.
As it is, most of the SHS model schools make use of whatever resources or facilities
that the schools have. For instance, some schools alternate the use of classrooms
for junior high school and senior high school students. One school even uses its
computer laboratory to hold classes for SHS. Some cases were also reported that
the teachers had to shoulder the expenses of the students who did not have money.
To help augment their financial requirements, the schools sought the assistance of
some government officials, LGUs, and industry partners.
In Sangley Point NHS, one of its partner computer companies provided computer
units for the SHS students. However, only 3 out of the 20 computers were actually
functional.
In Bacolod City NHS, the city mayor provided funds for reconstructing the SHS
classroom which had gotten burned down.
In Doña Montserrat Lopez Memorial NHS, a senator donated funds for the
construction of a facility for Food and Beverage Service (FBS).
In Palo NHS, the mayor subsidizes the transportation fare of the students from the
school to the OJT site.

Curriculum
The SHS model schools implement a curriculum that they developed in consultation
with DepEd, CHED, HEIs and industry partners. Most of the SHS model schools have a
common academic curriculum, with a few additional specialized academic subjects
that were selected based on the relevance to their career pathway specializations.
They align the academic curriculum with the General Education subjects in college
to prepare the SHS students for possible entry to second year or third year college.
Among the core academic subjects are English, Filipino, mathematics, science, social
studies, and music, arts, physical education, and health (MAPEH). Literature and
philosophy were included based on the General Education Curriculum of CHED.
It is in the career pathway specializations where the SHS model schools differ. San
Pedro Relocation Center NHS offers electronics, automotive, garments, and food
technology. Sangley Point NHS provides specialization in security and peacekeeping.
Call center services is the specialization of Bacolod City NHS. Sum-ag NHS offers
agriculture as its career pathway. Doña Montserrat Lopez Memorial NHS provides
specialization in electricity, shielded metal arc welding (SMAW), housekeeping,
and food and beverage service (FBS). Tourism and information and communication
technology are offered by Palo NHS as their specialization, and Merida Vocational
School offers automotive service and metals and engineering as their career
pathway.
Learning modules
As of SY 2012-2013, no instructional materials had been developed by DepEd for

SHS Modeling. To compensate, the SHS model schools use the following learning
materials:
• printed modules or digitized resources – used by 83.33 percent or five out of six
respondents
• printed text or workbooks – used by 66.66 percent or four out of six respondents
• online resources – used by 50 percent or three out of six respondents
See Figure 10 for the summary.

Figure 10: Learning Materials Used in SHS
Bacolod City NHS explained that they use reference books. Meanwhile, Doña
Montserrat Lopez Memorial NHS clarified that they utilize tools, equipment,
materials, ingredient, improvised materials, and multimedia.
Guidelines/Policies
Among the governing policies used by the SHS model schools in relation to the K to
12 Program and SHS Modeling are the following:
1) DepEd Order (DO) No. 36 series of 2012 entitled, “GUIDELINES ON THE 2012
IMPLEMENTATION OF THE SENIOR HIGH SCHOOL (SHS) MODELING IN SELECTED
TECHNICAL AND VOCATIONAL AND GENERAL SECONDARY SCHOOLS UNDER
THE K TO 12 BASIC EDUCATION PROGRAM;”
2) DepEd Order (DO) No. 71 series of 2012 entitled, “ADDITIONAL INFORMATION TO

.AND CHANGES IN DEPED ORDER NO. 36, S. 2021;” and
3) Presidential Decree (PD) No. 42, as amended, entitled, “A DECREE INSTITUTING

A LABOR CODE THEREBY REVISING AND CONSOLIDATING LABOR AND SOCIAL
LAWS TO AFFORD PROTECTION TO LABOR, PROMOTE EMPLOYMENT AND
HUMAN RESOURCES DEVELOPMENT AND INSURE INDUSTRIAL PEACE BASED
ON SOCIAL JUSTICE,” particularly its provisions on apprenticeship with business
and industries.

In the case of San Pedro Relocation Center NHS, they make use of DepEd Order (DO)
No. 48 series of 2007 to be able to hire contractual teachers to help mitigate the lack
of teachers. DO 48 series of 2007 authorizes TechVoc principals to hire contractual
teachers.
Processes
Intervention programs for disadvantaged learners or SARDOs
The SHS model schools employed various intervention programs depending on the
actual needs of the disadvantaged learners or SARDOs. In some cases, local officials
may offer scholarship programs to deserving students. There is also the adopt-a-
child program for teachers that can afford to support a student. The schools may
also employ the Open High School Program (OHSP) or home visitation to address
the limitations or constraints of some students. Among the SHS model schools
interviewed, Bacolod City NHS, which has 39 OHSP students as of SY 2012-2013,
has so far implemented the OHSP. Related to this, the learning material used may be
modules or workbooks. For students that have financial problems, most of the SHS
model schools implement a feeding, health, and nutrition program. The schools also
encourage parents to support the students whenever possible.
Teaching methodologies
The SHS model schools applied various learning strategies and approaches
depending on their preferences. For instance, 85.71 percent or six out of seven
respondents said that they either apply face-to-face teaching, media-assisted
teaching, or work-oriented teaching. On the other hand, 71.42 percent or five out
of seven respondents said that they employ flexible learning, group or cooperative
learning, or process-oriented learning. Generally, the schools make use of blended
learning strategies, particularly the dual learning strategy, to harmonize academic
learning and practical learning or skills development (see Figure 11).

Figure 11: Teaching-Learning Strategies Used in SHS
Student assessment
Based on the RSU survey, 100 percent or seven out of seven respondents make
use of the traditional type of assessment for SHS students. Next to this, most of the
respondents (71.42 percent or five out of seven) said that they conduct performance
assessment to evaluate the students. On the other hand, 57.14 or four out of seven
respondents mentioned that they use either portfolio or self-assessment in assessing
the SHS students (see Figure 12).
Doña Montserrat Lopez Memorial NHS clarified that they apply skills test and
demonstration in assessing their SHS students.
Figure 12: Type of Student Assessment Used in SHS

Output
Innovations
Among the SHS model schools interviewed, San Pedro Relocation Center NHS and
Doña Montserrat Lopez Memorial NHS provide the most number of innovations,
some of which include the following:
1) Establishing strong and sustained partnerships with LGUs, industries, and

HEIs to help provide the needed assistance for the program.
2) As early as Grade 11, students undergo OJT by batches. This new practice
was introduced in order to accommodate all and prevent congestion of
trainees at the end of the SHS term. Apprenticeship was justified using the
Labor Code.
3) The SHS students were screened through qualification tests, scholastic

grades, and interviews.
4) The school is accessible to indigent students since it strictly implements a

“zero collection” policy.
5) Students who are deployed in OJT are given consideration and flexible
timeframe to comply with requirements. ICT was likewise used for
consultation and added efficiency.
6) Use of real life scenarios, skill-oriented learning and treatment of students as

adults motivate and challenge students to do well in school.
7) The school designated a teacher as industry coordinator, who had been

in the industry for a long time. This facilitates the OJT of the students.
Other functions include contracting on OJT terms, providing for mobility/
transportation of OJTs, scheduling assessment and monitoring of OJTs.
8) SHSteachers have either Master’s degree or units. At the same time, they are
NC II holders that were trained on K to 12 and TESDA training methodologies
and competency assessment.
9) Some SHS teachers research and develop their own instructional materials
to help enrich existing instructional materials
10) The hiring of contractual teachers help mitigate the lack of teachers. This is
justified by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc

principals to hire contractual teachers. Fortunately, the Department of
Budget and Management (DBM) approved the budget for contractual
teachers.
11) The provision of laboratory access to SHS students by the Public Employment
Service Office (PESO) augments the SHS model schools’ resource limitations.
Student tracking
As of 2013, the SHS model schools are yet to develop a system of tracking since all of
their SHS students were only in Grade 11.
Challenges and Potentials

In accordance with the Implementing Rules and Regulations (IRR) of the Enhanced
Basic Education Act of 2013: Modeling for Senior High School (SHS) was implemented
to simulate the transition process and provide concrete data for the transition
plan following the guidelines set by the DepEd. The results of the SHS modeling
experience in seven school monitored by SEAMEO INNOTECH may be considered in
the nationwide implementation of the SHS program by SY 2016-2017.
The interviews with the seven SHS model schools revealed that they have
encountered a number of challenges and potentials with respect to guidelines or
policies, resources and LGU and parental support, awareness, and linkages.
Policy Guidelines
Since the IRR of the Enhanced Basic Education Act of 2013 was not yet issued during
the school monitoring visit in March 2013, some model schools found it difficult to
immediately hire additional qualified teachers due to misinterpretation of policies
on hiring such as the localization law. The IRR and other relevant laws that provide
SDOs/schools with greater flexibility in hiring SHS teachers were not widely and fully
disseminated to all key stakeholders. One relevant policy is DepEd Order (DO) No.
48 series of 2007 which authorizes tech-voc principals to hire contractual teachers.
In the case of SHS model schools that offer call center service (IT-BPO) as a
specialization, they are faced with the fact that most call centers do not allow job
immersion for high school students using the companies’ current facilities. Instead,
they only provide on-the-job training for prospective call center agents and technical
support staff who met the basic qualifications for hiring.

Other strategies such as providing separate training facilities inside the BPO or inside
the school campus can be jointly explored by DepEd and TESDA, in partnership with
LGUs, to provide alternative career exposure opportunities for students interested
in BPO vocational schools.
Resources
Many challenges and concerns raised by the SHS model schools were resource-
based. Funding constraints and other resource limitations could be addressed
through sustainable financing and joint-parterships with concerned government
agencies and private/business sector. Among the resource-related concerns are the
following:
1) TESDA assessment fee for National Certification (NC) (e.g., PhP 550 per
student, school uniforms and other paraphernalia required by TESDA in the
case of NC exam for security services as noted by Sangley Point NHS)
2) Transportation expenses of students who are undergoing their work

immersion programs within the facilities of business and industries to
develop skills which are aligned with industry requirements
3) Accommodation expenses of students who need to stay near their work-

places for their job immersion purposes
4) Cost of insurance premium for SHS students who are undergoing their work
immersion programs
5) Some of the SHS students do not have their own classroom. Some of them
are using the school gymnasium or the library as classroom (e.g., Merida
TechVoc School). In the case of Palo NHS, due to a rapid increase of enrollees,
students from SHS and Junior High School are using the classrooms from
the two-storey building on shifting. The first shift is from 6:00 - 3:00 pm and
the second shift is from 10:00 am - to 6:00 pm. Other SHS students hold their
classes in Leyte Normal University (LNU) but they have to travel for 23-26
minutes to reach LNU.
6) In some SHS model schools, there is insufficient number of computer

units for SHS students. To address this, the LGU provincial office donated
computers to Palo NHS to meet the desired student equipment ratio for
SHS-ICT students similar to Junior High School which is 1:2.
7) Since SHS is to be fully implemented only starting in 2016, some of the

SHS model schools have no budgetary allocation from its MOOE for SHS

Modeling. This situation forces the teachers to personally pay for some of the
students’ requirements for the SHS Program. These expenses include photo
copying of student worksheets, transportation, meals and accommodation
particularly for the indigent students.
LGU support
Based on the interviews and the survey research, LGUs may provide various types
of support to SHS model schools such as infrastructure support, financial assistance,
technical assistance including provision of computer laboratory training, advocacy
and promotion. While the SHS model schools are able to access such support from
LGUs using the Special Education Funds (SEF), there are constraints under COA
regulations related to purchases of equipment/gadgets for tech-voc trainings.
Under COA rules, cost of any equipment valued at PhP 10,000 and above must
be funded from a separate budget for capital outlays. There is therefore a need to
further examine how the SEF can be maximized to augment the school’s limited
MOOE capital outlay funds in terms of allocation and utilization.
Parental support
Parents-Teachers Association (PTA), based on the findings of the study, may help
motivate students, provide financial support (e.g., transportation expenses), and
assist in advocacy and promotion of the SHS Modeling Program. However, some
parents are not convinced of the merits of the K to 12 education program, hence,
the schools kept on advocating the program thru radio broadcast, posters, flyers
and assembly meetings.
Awareness
DepEd needs to intensify a stakeholder approach in SHS program implementation,

awareness building and promotion of the program in a collaborative way among
the school, the LGUs, the industry partners, the HEIs, the parents, and the students.
This will help counter resistance to the full implementation of K to 12 from other
sectors.
Also interviews revealed that some SHS students were not properly guided on how
they can participate in non-academic programs during the SHS program modeling.
Some Grade 11 students expressed that there were no extra-curricular, co-curricular
and other voluntary activities available for SHS to participate. They recalled that they
were more actively engaged in co-curricular and extra-curricular activities during
their Junior High School compared to SHS.

Linkages
One of the challenges with respect to linkages was on the possible mismatch between
specialization and labor demand, particularly agriculture or crop production as a
specialization. A case in point is Sum-ag NHS which has identified agriculture as a
course to be offered for SHS because they have available teachers with agricultural
education background. But, upon consultation with HEIs and industry groups, the
limited potential in crop production will make it difficult for SHS students to obtain
jobs, for the following reasons:
• Agriculture in their area seems to be declining in terms of importance and job

demand.
• Sum-ag NHS teachers need to get an NC II specialization in agriculture in order
to teach the specialized courses under the agriculture track. But such NC II
specialization is only available in Cebu, Leyte, or Davao.
• There are no TESDA training regulations on college-based curriculum and
instructional materials for both agricultural and academic subjects as of date of
monitoring visit.
The school could not offier other trades in tech-voc for SHS modelling because in SY
2012-2013, the school does not have enough teachers with tech-voc specialization
and facilities to support other non-agricultural trades.
On the other hand, Sum-ag NHS sees a lot of potential in fostering linkages between
the school, higher institutions, government agencies (Department of Agriculture,
Bureau of Fisheries and Acquatic Resources, Department of Agrarian Reform) and
industries especially if the partnerships end up as being mutually beneficial for
them. The school currently offers Science, Technology and Engineering Program
(STEP), the Strengthened Technical Vocational Education Program (STVEP), and the
K to 12 Basic Education Curriculum.

RECOMMENDATIONS
(Moving Towards K to12 Implementation)
The following are the recommendations based on the findings of the study:
1. Guidelines/Policies
1.1 Regional and Division Offices may need to conduct orientation or refresher
course on new and existing policies and revised/latest implementing guidelines
affecting SHS program implementation to clarify issues such as hiring of SHS
teachers, which may include the following:
Hiring of Tech-Voc Teachers or Instructors. DepEd Order (DO) No. 48 s. 2007

authorizes tech-voc high schools to hire contractual teachers or instructors
whose honoraria shall be charged against the local school MOOE. Hiring
of teachers will based on the minimum standards for a vocational subject
teacher as outlined in item G of the Implementing Guidelines of DO No. 37
s. 2005.
Hiring of other Teachers. DepEd and private educational institutions shall

hire other teachers who are willing to teach in basic education in areas
where there is a shortage of qualified teachers, as may be relevant to the
particular subject. This includes: 1) graduates of science, mathematics,
statistics, engineering, music and other degree courses needed to teach in
their specialized subjects who have passed the Licensure Examination for
Teachers (LET); 2) graduates of technical-vocational courses to teach in their
specialized subjects; 3) faculty of HEIs to teach in their general education
or subject specialties; and 4) practitioners, with expertise in the specialized
learning areas offered by the enhanced basic education curriculum.6
Ranking of Teachers. To support the SHS, it is recommended that the

regional/division ranking of teachers be done upon request of the soliciting
school, whenever possible following the new Implementing Rules and
Guidelines of the Enhanced Basic Education Act of 2013 (R.A. No. 10533)
which allows hiring of non-LET passers if they have the needed specialization.
Ranking of teachers will be based on the following qualifications: TLE
specialization, NC certification, and industry experience.
6 Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994. Sections
26, 27 and 28; Implementing Rules and Regulation of the Enhanced Basic Education Act
of 2013. Hiring of Other Teachers, Section 13.

Other considerations may include experience as part-time teachers for
academic subjects, as industry experts and university professors/graduates
of science, math, technology and engineering courses since they have the
latest/newest technology inputs.
1.2 Institutionalize the designation or hiring of industry coordinators for SHS model
schools. Industry coordinators can significantly help in coordinating with
existing industry partners and in tapping additional industry partners. They
can also assist the SHS students in the preparation and conduct of their work
immersion, particularly in ensuring the provisions of the MOA are being
followed, and the synchronized implementation of the in-school and in-
plant training, as reflected in the work immersion program, providing access
for mobility/transportation of students, scheduling of assessment and
monitoring attendance, performance and behavior of students/trainees.
1.3 Advise senior high schools to consider the following in selecting specialized
tech-voc programs:
• Adequate and timely labor market information, both in terms of quantity

and quality set by industries, especially in critical occupations and in
areas where there is high demand;
• Identification of one or two jobs that can be readily offered by the
schools as a pilot program/course;
• Availability of instructors-trainers who have the necessary competencies,
education and training to teach the technology;
• Availability of basic technical facility and resources needed to teach and
train students;
• Integration of a strong career guidance program to guide the students
in selecting their preferred specialized track/electives;
• Availability of funds for the operating expenses of the school and
supplemental funds particularly for tech-voc high schools; and
• Enhancement of the job or trade to attract students to consider it as
their career.
1.4 Develop doable policies and strategies in support of the K to 12 program and
to address the challenges in SHS implementation. Tech-voc qualification
standards need to be responsive to area demand for employability.
TESDA, DOLE and CHED can provide adequate and updated Labor Market
Information (LMIs) for DepEd’s consideration to ensure relevance of the
outcomes of the education system to labor market. For instance, DepEd
and TESDA field offices can work together to identify the possible tech-voc
qualifications to be offered in Grade 9 to Grade 12, on a per province basis,
at the very least. These could be mapped out based on estimates on the
number of students per grade level per qualification. The mapping takes

into consideration the possible TVIs that the DepEd schools can partner
with.7
1.5 Adopt all applicable safety guidelines of TESDA and DOLE relevant to basic
education in all secondary schools offering SHS. The security and safety of
students during their off-campus job immersion and work studies for instance
is a great concern thus, teachers and/or school-industry coordinators need
to closely monitor the students’ safety and off-campus learning activities.
Some model schools reported that SHS-techvoc students are required to

have additional two hours of paper work and work immersion outside of
their schools beyond eight hours. Work immersion under the SHS curriculum
requires students to undergo eighty hours of hands-on experience for no
more than eight cummulative or consecutive hours per day.8
Same with TESDA Guidelines on the Implementation of Dual Training

System (DTS) Programs and Dualized Training Programs (DTP), the duration
of the in-school and in-plant training under the DTP shall not be more than
the duration of the registered program of the TVI.
1.6 Explore the adoption of Dual Training System (DTS) in partnership with public
and private sectors. The dual vocational training system is an instructional
delivery system of technical, vocational education and training that combines
in-plant and in-school training based on a training plan collaboratively
designed and implemented by an accredited dual system educational
institution or training center and accredited dual system participating
establishments.9
In the Philippines, GIZ/BMZ has been implementing the three-year ‘K to 12

PLUS project’ since October 2013 using the dualized vocational education
and training in the context of the Philippine K to 12 education reform.
This project is being done in partnership with private and public sector
partners, such as the Philippine Chamber of Commerce and Industry (PCCI),
Cebu Chamber of Commerce and Industry (CCCI), Philippine Business
for Education (PBEd), DepEd and TESDA in piloting innovative dualized
approaches to technical vocational education and training (TVET).
In this project, the company provides trainees with the practical part of the
training for 3-4 days a week, whereas the vocational school delivers the
7 TechVoc Policy Implications of the K to 12 Enhanced Basic Education. TESDA Policy

Brief.
8 Guidelines for Building Partnerships for the K to 12 Basic Education program. DepEd
Order No. 40 s. 2015.
9 Guidelines in the Implementation of DTS and DTP. TESDA Circular No. 31 s. 2012.

theoretical part for the other 1-2 days. Depending on the profession, the
dual training lasts between 2 to 3.5 years. Dual training aims to contribute
to increased employment and income of youth and their families, and to
match the needs of companies for mid- to high level qualified employees.
The major activities include setting competency standards; providing
training space for actual apprenticeships and competency assessment and
certification. One of the key activities of the project includes establishing
and managing TVET clusters in selected industry sectors, and mobilizing
Filipino and German companies to engage in dualized vocational training. 10
1.7 Clarify the interpretation of policy on teaching hours among SHS teachers
who are working outside the school premises beyond the standard eight hours
teaching load. While the Civil Service Commission (CSC) rules that teachers
should work for eight hours (six hours spent for teaching and two hours
for other duties), SHS teachers in Palo NHS actually work beyond eight
hours. The actual teaching is usually done during the 6:30 am to 3:00 pm
period but most of the time, the SHS teachers have classroom teaching and
learning activities outside school, hence, they stay until 4:00 to 5:00 pm.
In the exigency of the service, teachers have to monitor students who are
holding classes in a partner university, visit them during their educational
tours and job immersion in business and industries, and assist them in case
of emergency (e.g., landslide student-victims from Kananga). As such, SHS
teachers work beyond eight hours outside the school premises without
additional compensation.
The school principal sought to clarify whether SHS teachers can claim
overtime pay for work performed outside the school premises due to their
unique condition under the SHS program. Palo NHS had brought up the
issue to the Regional and Division Office for verification and consideration.
Hence, the DepEd Legal Office may need to review the guidelines for
granting additional compensation for teachers. Moreover, relevant policies
could be reviewed such as the following:
Magna Carta for Public School Teachers provides additional compensation

for out-of-school activities. Notwithstanding any provision of existing law to
the contrary, co-curricula and out-of-school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an
additional compensation of at least 25% of the regular remuneration after
the teacher has completed at least six hours of actual classroom teaching a
day.11
10 Education and Training: Made in Germany. German-Philippine Chamber of

Commerce and Industry.
11 Sec. 14, Republic Act No. 4670

DepEd Memo No. 291, s. 2008 stipulates that overtime pay can only be
claimed for actual teaching and/or work performed withing the school
premises. In the event of non-availability of funds, service credits shall be
granted and one hour overtime work shall be 1.25 hours for purposes of
determining the service credits.12
DepEd Order No. 16, 2. 2009 grants vacation service credits to teachers
in lieu of additional compensation or overtime pay for actual classroom
teaching in excess of six hours of actual classroom teaching and for work
performed in excess of eight hours done within the school premises, shall
be exclusive of the fifteen days limitation under DepEd Order No. 53, s. 2003.
This Order reiterated that the mechanism for the additional two hours work
done by teachers outside of the school premises shall be agreed upon by
the principal with the teachers, parents and students, preferably through
the School Governing Council or any established mechanism for school-
community partnership. However, it is not clear whether the teacher can
claim for overtime pay in rendering service outside the school premises.
As per DepEd Memo 291, s. 2008, specific guidelines shall be formulated

at the school level taking into account the unique conditions in schools
such as the shifting of classes, if applicable, the availability of faculty rooms,
classrooms and teachers, and the nature of the teaching-related duties to be
given priority.
1.8 Promote use of student government/councils as a mechanism to support the

SHS program. For instance, the student council may be tapped to support
the orientation on co-curricular and extra-curricular activities that are
conducted for incoming SHS students.
2. Sources of Funds
The resource-based challenges and concerns could be addressed through sustainable
financing and joint partnership agreement with concerned government agencies
(DepEd, TESDA, LGUs, DOLE, business and industry partners) so that indigent and
other deserving SHS students may be given financial assistance.
2.1 Provide sufficient budgetary support for additional classrooms, training

facilities for hands-on activities and equipment such as LCD projectors and
laptops, and learning materials of the SHS students. To address this issue,
DepEd had increased the allocated funds from maintenance and other
12 Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for
Public School Teachers.

operating expenses (MOOE) by providing TechVoc Funds which amounts to
PhP 1 million per school, or by requesting for financial or in kind support
from local government units (LGUs) or the business sector. However, when
the school monitoring visit study was conducted in 2013, most non-techvoc
schools have not yet received the additional MOOE funds.
2.2 Ensure timely release of funds and conduct orientation-briefing on new

guidelines to be developed on the utilization of financial assistance for the
implementation of SHS under the K to 12 Basic Education Program. This will
enable schools which are ready to offer SHS by SY 2016-2017 (But have
insufficient resources) to accomplish their school improvement plan such
as provision of capital requirements to support the various career tracks/NC
specialization.
2.3 DepEd may need to discuss with TESDA the following propositions:
• For TESDA to consider waiving their fees for the competency assessment
especially for the poor but deserving SHS students who are enrolled in
the techvoc track as a means to motivate them to complete their in-
school training and industry immersion.
• For DepEd and TESDA to jointly review the polices regarding standard
costing for competency assessment activities to make it affordable for
all techvoc SHS students.
• Continue/Adopt the modified TESDA assessment scheme, a.k.a.,

National Competency and Certification Program (NatCAC) in SY 2012-
2013, to support the Strengthened Tech-Voc Program (STVEP) of DepEd
for graduating students with various specializations from 282 nationally
recognized tech-voc secondary schools under the SHS modelling
program to further support the certification program for all deserving
SHS students. Funds for this purpose were charged to the fiscal year
(FY) 2012 Tech-Voc Continuing Appropriations, and downloaded to the
School Division Offices (SDOs) with tech-voc secondary schools under
their jurisdiction.
A joint administrative guidelines on the availment, release, utilization,

and liquidation of the downloaded funds for NatCAC may be issued
by DepEd, DBM and TESDA to support the SHS program beginning SY
2016-2017.
• During the transition period, DepEd, TESDA and DBM may need to
revisit the financing policy framework for granting scholarship to high
school students to cover the assessment fees for national certification/

certificate of competency (NC/COC) with the end in view of optimizing
the use of government resources for education, to be covered by a joint
administrative issuance.
2.4 Clarify the process of funds disbursement for the implementation of the national
competency and certification to address the bottlenecks in the release of funds
to schools.
Based on DepEd Order No. 18, s 2013, funds for the implementation of the
National Competency and Certification 2013 Program, or the NatCAC, shall
be charged to the FY 2012 TechVoc Continuing Appropriations, which will
be downloaded from the DepEd Central Office to DepEd Division Offices.
NatCAC 2013 Program was designed to ensure the smooth implementation
of the competency assessment for tech-voc secondary schools using the
TESDA-prescribed rate at PhP 550 per student per qualification. According
to the guidelines, the DepEd Division Office will pay the TESDA-accredited
Assessment Centers (ACs) based on the list of graduating students by school.
The Division Office will also pay the TESDA Provincial Office the amount of PhP
50 for each passer of National Certificate (NC) or Certificate of Competency
(COC). However, the transportation and other incidental expenses with
regard to the assessment shall be shouldered by the students themselves or
can be sourced out from local funds.
To speed up the release of MOOE funds to schools, DepEd has issued D.O. No.
12, s. 2014 regarding the Implementing Guidelines on the Direct Release
of MOOE Allocation of Schools to the Respective Implementing Units (i.e.,
elementary/ secondary schools and school division offices).
2.5 Examine the management of Special Education Funds (SEF) in terms of priority
allocation and utilization in order to maximize LGUs’ support for SHS under the
K to 12 education program.
The SEF is a sustainable source of financial resources that are earmarked for
the basic education sub-sector which comes from an additional one percent
tax on real property that LGUs are mandated to impose and collect.13
As such, DepEd, DBM and DILG may need to discuss how the SEF can be
tapped to augment government funds for the nationwide implementation
of SHS program effective SY 2016-2017. One possibility is to delineate the
allowable expenditures to be charged against the SEF and those that are not
allowed to avoid confusion regarding priorities in SEF expenditures. A joint
circular may be issued to clarify the allocation of SEF expeditures in Section
13 R.A. 7160 Local Government Code of 1991

100 of the Local Government Code, which states that, “The annual school
board budget shall give priority to 1) construction, repair, and maintenance
of school buildings and other facilities of public elementary and secondary
schools; 2) establishment and maintenance of extension classes where
necessary; and 3) sports activities at the divisiion, district, municipal, and
barangay levels.
2.6 Verify the application/allocation of proceeds of the additional one percent tax
on real property accruing to the Special Education Funds (SEF) in the purchase
of capital outlays for SHS program.
Section 272 of the Local Government Code specifies that the SEF shall be
allocated for the operation and maintenance of public schools, construction
and repair of school buildings, facilities and equipment, educational research,
purchase of books and periodicals, and sports development as determined
and approved by the Local School Board. By verifying the allocations of SEF
with DILG and COA, the issue of charging purchases of equipment/gadgets
against the MOOE for SHS career tracks may be addressed using the SEF of
the local government.
3. Capacity Building
3.1 Provide skills training to build the capacities of SHS teachers. These training
programs include TESDA training for the specialization subjects that they
will teach, in-school training and orientation sessions on new curriculum for
academic subject and career pathway teachers, and leadership training for
school heads and SHS/industry coordinators on how to properly administer
and implement SHS Modeling. They should also be given scholarship
opportunities by TESDA to improve their technical competencies and their
perspectives/styles in teaching SHS students.
3.2 Conduct training for career advocates (class advisers and parents) on career
guidance and counseling/coaching to equip them with necessary knowledge
and skills to guide SHS students in choosing their career paths/tracks based
on informed decisions.
4. Linkages
4.1 Encourage and promote multi-stakeholder partnerships between the academe,
the industries, and national and local government institutions. Building strong
linkages provides access to accredited Technical Vocational Educational
Training Institutions (TVET) trainers, equipment and facilities, workshops,
training, seminars, resource materials, etc. At the same time, the partnerships

can help mobilize financial and other related resources needed to sustain
SHS program implementation. Requirements for learner assessment and
qualifications, and job immersion, among others, could be addressed
through the following partnerships:
Working together with HEIs provides clarity and direction in the needed
academic subjects and types of assessments for learners in order for SHS
students to be at least at par with freshmen and sophomore college students.
Developing the curriculum hand-in-hand with TESDA helps spell out the
requirements for career pathway qualifications to improve the chances of
SHS graduates in getting jobs.
Coordinating with DOLE through the Public Employment Service Office

(PESO) facilitates employment to deserving students and out-of-school
youth from poor families during summer and/or Christmas vacations to
enable them to pursue their education under the Special Program for
Employment of Students and Out-of-School Youth (SPESOS) with IT-BPO
and other private companies.14
Tapping the LGU resources and linkages provides additional experts for
speakership, tutorship, career coaching, job immersion, and generate
personal donations from them that would help subsidize transportation
costs, rent fees, testing fees, and uniform and paraphernalia.
Encouraging the business enterprises/industries to support the SHS

immersion upon registration and/or renewal of their business permits with
LGUs. This may involve the provision of a separate service-facility for job
immersion inside the business premises through a joint agreement. The
work immersion facilities must conform with the rules and regulations of
DepEd, TESDA, DOLE, CHED and other relevant government agencies, and
other regulations provided by law on safety, appropriateness for learning,
and availability of facilities and equipment.15
4.2 DepEd, CHED, TESDA, TVIs and HEIs need to identify, implement, and review
strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program to ensure that they are
not adversely affected, particularly the indigent students in public schools as
specified under Section 30.1 of the Implementing Rules and Regulations
of the Enhanced Basic Education Act of 2013 (R.A. 10533).
14 R.A. 7323 Special Program for the Employment of Students and its implementing rules.
15 DepEd Order No. 40, s. 2015 Guidelines for Building Partnerships for the K to 12 Basic
Education Program.

4.3 Operationalize the guidelines on K to 12 partnership building activities with
individuals and organizations who are willing to support the SHS program
and to strengthen DepEd’s capability to offer SHS.16
5. Curriculum Development
5.1 Incorporate a strong career guidance component in the curriculum, coupled
with ardent counseling from the Guidance/SHS Counselor, beginning at Year
10, to guide students in selecting their preferred specialized track/electives.
5.2 SHS model schools in coordination with DepEd, CHED and other HEIs, and
TESDA need to review the planned SHS curriculum and incorporate lessons
learned from its SHS Modeling experience. There is a need for greater flexibility
in the implementation of the said curriculum, particularly in adopting
General Education (GE) subjects from college, hiring of SHS teachers, trainers
from industry partners and coordinators, allowing academic subjects to
be credited in college, and using flexible delivery options (e.g., OHSP) for
students who cannot attend school regularly due to work commitments.
As recommended by some of the SHS model schools, flexible time may
be applied, for example, to self-paced working students to allow them to
complete their academic requirements. Learners and instructors may meet
once or twice a week as they may agree on.
5.3 Adopt the best practices of SHS model schools with respect to curriculum
development. This includes aligning academic subjects with knowledge
relevant to career pathways, utilizing general education subjects from
college, maximizing options for dual credit in partnership with HEIs and
TESDA, and providing ample number of units and hours needed to complete
the core and specialized learning areas.
5.4 Technical-vocational skills alignment should be subject to labor market

priorities and not driven by supply. Schools might overlook the importance of
checking whether tech-voc programs could address the labor requirements
of the community and simply ensure that the graduates could contribute
to the local economy. As such, schools may be producing skilled graduates
but there may not be enough business enterprises to employ them in within
the community. This may result in underemployment and school-industry
mismatch, which may lead to manpower displacement and migration of
graduates for employment in other communities.
16 DepEd Order No. 40, s. 2015 K to 12 Partnerships, and R.A. 8525 Adopt-a-School
Program Act.

5.5 Review/Adapt/Modify TESDA’s existing training programs (as best practices)
which aim to encourage and support indigent but deserving students
to specialize on tech-voc courses designed for critical and high-demand
occupations in specific sectors. Such programs include:
• The Special Training for Employment Program (STEP) is designed to

address specific needs of the communities and promote employment
through entrepreneurial, self-employment and service-oriented
activities. STEP offers free training, competency assessment, and
provides scholars with starter toolkits and training allowance (PhP 60/
day) during the program duration. This allowance is directly released to
the scholars at the end of training which they may use as a seed capital
to start with their livelihood undertakings.
• The Training for Work Scholarship Program (TWSP) consists of course

offerings which are designed to support rapid and sustained economic
growth to key employment generators. The TWSP scholars are entitled
to free training and assessment.
5.6 Provide SHS students more exposure to hands-on learning activities to facilitate
skills development and application of knowledge, attitude, skills, and values.
5.7 Promote the use of flexible learning opportunities through self-instructional

materials given that some SHS students may need to spend time contributing
to their families’ livelihood. Students could study auxiliary subject matter via
self-instructional modules and only report to school periodically for practical
activities (e.g., laboratory work in science), skills training and completion
of assessment tasks. This would reduce the strain on SHS classroom-based
facilities. Experiences of SHS model schools that also integrated its OHSP
into their SHS program need to be carefully studied for possible replication
and upscaling.
5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life Mutual
Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative,
Inc. or OCCI) to secure their protection for their mobility during the dual
training program, apprenticeship, or job immersion program.
5.9 Learner assessment and certification maximize links with TESDA certificate
mechanism and also HEIs for cross credit recognition and recognition of prior
learning (RPL). The ladderized curriculum of the K to 12 Program makes
it more crucial for SHS schools to closely work together with TESDA to
ensure that the SHS students will be able to complete their career pathway
competencies and certification. At the same time, collaboration with the
HEIs facilitates the crediting of SHS academic subjects in preparation for the
SHS students’ entry to college.

5.10 Sustain the formation of Technical Working Groups (TWGs) and the conduct of
consultations because these provide guidance and areas for cooperation in
sustaining SHS program implementation.
5.11 DepEd, in partnership with CHED, TESDA and DOLE, need to draft the
training regulations and qualification standards for all SHS programs. Ideally,
every school should identify its field of specialization in at least four trades
to allow students to focus on their career choice.
5.12 Put emphasis on soft skills in the SHS curriculum such as work readiness, values,
and attitudes since these are priority competencies of business firms and
industries.
6. SHS Program Management

6.1 Application of school-based management (SBM) approach (DepEd Order
No. 48) will provide the school with greater autonomy to manage its SHS
program based on the needs of business community. The success of SHS
program, however, will lie on the political will and capcity of the school
principal to implement education reforms.

Enhance consultation with school principals to guide the policy
formulation on SHS implementation especially those who were able to
successfully produce SHS students after the SHS modelling. Based on their
implementation experience, DepEd can draw lessons and insights on how
to address the issues and concerns on SHS management and the essential
support systems/structures.
A competency-based capacity-building program for all SHS principals need

to be developed by DepEd in consultation with TESDA and CHED toensure
that all authorized SHS will be able to effectively lead, set-up and manage
the nuances and complexities of the additional two years in secondary
education using enabling support systems and networks.
6.2 The Schools Division need to monitor the SHS so that they would know what
is happening in SHS modeling, what works, and what else could be done to
improve the management of SHS programs.
6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy
for SHS implementation, strengthen the first 140 tech-voc schools to lead and
guide the 40,000 public secondary schools as they serve as model schools or
training centers for SHS. DepEd should allocate funding to model SHS schools

to build their capacities as leader schools in every region before the SHS is
done massively by 2016. If possible, there should be at least one SHS model
school per province or one high school offering the SHS program in every
municipality.
6.4 DepEd together with TESDA, CHED and other relevant stakeholders need to
develop a long-term plan on career guidance and counseling advocacy to
strengthen the SHS program implementation by SY 2016-2017 onwards.
This will effectively help students to decide on the selection of career tracks
and complete the SHS program.17
17 Rule V. Career Guidance and Counseling Advocacy, IRR of the Enhanced Basic Educa-
tion Act of 2013.

PROFILES OF MODEL
SENIOR HIGH SCHOOLS
San Pedro Relocation Center
Background
San Pedro Relocation Center National High School (SPRCNHS) is a public technical-
vocational high school located in San Pedro, Laguna, that offers electronics,
automotive, garments, and food technology as specialization or career pathways
for their SHS Modeling Program. It started as a general high school for relocated
low-income families before it became one of the APEX (Applied Academics for
Excellence) pioneering schools in the country. As an APEX school, it was recognized
as one of the 282 technical-vocational schools in the country that implements the
Strengthened TechVoc Education Program (STVEP). Now, it is one of the Senior High
School model schools. It has 544 SHS students, including 295 male students and 249
female students as of SY 2012-2013.
Pre-implementation
Prior to the implementation of the program, the students and teachers were
oriented on the K to 12 Program and SHS Modeling. Consultations with colleges
and industries were also conducted. Parents likewise attended the fora. After
understanding that it was advantageous for their children to go to SHS, the parents
became amenable to the K to 12 Program and the SHS Modeling. They were also
given orientation about the on-the-job training requirements. To get the support
of parents and other stakeholders, the school had to bring out the actual situation,
letting them understand their significant role in achieving the school vision of
improving the quality of education in the country.
The school was given autonomy in designing the curriculum and implementing
the SHS; only monthly reports on SHS are being submitted to the DepEd Schools
Division. Students are categorized by career interests (71% are college-bound based
on school survey and 29% are geared towards TechVoc careers).

1. Curriculum
SPRCNHS designed its own SHS curriculum in consultation with businesses

and industries as the end users of the program. This practice started in
early 2000 when the school was developing Project APEX for Laguna. The
core curriculum as well as the TechVoc and entrepreneurship subjects were
developed by the Technical Working Group on Curriculum Planning. The
curriculum was designed in such a way that after finishing Grade 12, students
would be able to go to third year in college. Thus, all general education
subjects of the four partner colleges, together with OJT in industry of the
area of specialization of the learners, comprise the SHS curriculum. Some
SHS students even claim that they were ahead of their batchmates who are
in college in terms of learning.
For the junior high school, students of Grade 7 must explore four to eight
technical competencies including hard trades such as automotive, electricity,
civil technology, plumbing and welding. The field of specialization starts
in Grade 8. Grades 7 and 8 are considered exploratory and offer enough
time for hands-on compared to a regular TLE in the old (i.e., Revised Basic
Education Curriculum or RBEC) curriculum.
For the SHS, Grade 11 students in SPRCNHS take 34 units of academic

subjects for 43 hours in the first semester and 32 units of academic subjects
for 41 hours in the second semester. As a basic industry requirement, 300
hours of OJT have to be rendered by the students and to be finished within
second semester in Grade 11 and second semester in Grade 12 (see Tables
16 and 17).
Table 16: Curriculum for Senior High School, SY 2012-2013, SPRCNHS

Grade 11, First Semester
Course Code Descriptive Title Unit Hours/
Week
English 101 Oral/Speech 3 3
Communication
Filipino 101 Komunikasyon sa 3 3
Akademikang Filipino
Math 101 College Algebra 3 3
Natural Science 101 Life/Biological Science 3 3
Contemporary Issues 101 Social Studies 2 2
PE 101 Gymnastics & Physical 2 2
Fitness

Course Code Descriptive Title Unit Hours/
Week
Social Science 101 Gen. Psychology with Drug 3 3
Addiction
Literature 101 Philippine Literature 3 3
Statistics 101 Business Statistics 3 3
Entrep 101 Entrepreneurial 3 3
Management
TechVoc 6 15
Total Units 34 43
Source: San Pedro Relocation Center National High School, 2013

Grade 11, Second Semester
Course Code Descriptive Title Unit Hours/ Prereq-
Week uisite
English 102 Writing in the Discipline 3 3 English
101
Filipino 102 Pagbasa at Pagsulat Tungo 3 3 Filipino
sa Pananaliksik 101
Math 102 Plane & Spherical 3 3 Math
Trigonometry 101
Environmental Science Environmental Science 3 3
102
Logic 101 Logic 3 3
Literature 102 World Literature 3 3 Lit-
erature
101
Computer 101 Computer Tech w/ MS Office 3 3
Entrep 102 Retail and Advertising 3 3 Entrep
Management 101
PE 102 Rhythmic Activities 2 2
TechVoc 6 15
Total Units 32 41
For Grade 12 students, they are required to take 28 units of academic subjects for
37 hours in the first semester and 25 units of academic subjects for 34 hours in the
second semester (see Tables 18 and 19).

Week uisite
English 201 Public Speaking 3 3 English
102
Filipino 201 Retorika (Masining na 3 3 Filipino
Pananaliksik) 102
Social Science 201 Introduction to Sociology 3 3 Social
Science
101
Physical Science 201 Physical Science 3 3
Humanities 201 Art, Man & Society 3 3
Philosophy 201 Philosophy of Human Being 3 3
NSTP 1 National Service Training 2 2
Program
PE 201 Dual Sports 2 2
TechVoc 6 15
Total Units 28 37

Week uisite
English 202 Technical Writing 3 3 English
103
PhilGov 202 Philippine Politics, 3 3
Government, & Constitution
Rizal 101 Life and Works of Rizal 3 3
Social Science 203 Society and Culture w/ 3 3 Social
Family Planning Science
102
Economics 204 Economics & Taxation 3 3
PE 202 Group Sports 2 2
NSTP 2 National Service Training 2 2 NSTP
Program 101
TechVoc 6 15
Total Units 25 34

Open system or flexible learning is allowed in consideration of those
undergoing OJT. For instance, those training for office work only come to
class once a week during their day-off. To be able to catch up, they rely on
modules which are given every Saturday and/or Sunday. In other instances,
ICT is used to communicate with the teachers and to obtain additional
learning materials.
2. Learning Resources
Library and reference materials are available for SHS students. Through
the PhP 1 million granted to the school, facilities and equipment such as
TV were purchased for the SHS Modeling Program. Regular classes were
converted to SHS-TechVoc classes with 1:25 class size. The school ideally
needs 48 classrooms and eight workshops including one building for
welding class/welding booths. The school estimated that it would cost
them PhP 5 million per workshop to build the lavatory, handwashing area,
electrical requirements and be fully equipped with machines. The school
would need PhP 4.8 million to upgrade its electrical requirements. Further,
welding and electrical technologies would require high cost of electricity
bills and consumables (e.g., welding rod and equipment).
The school has 14 teachers for TechVoc programs but they need two
teachers for every specialization. The school has a temporary appointment
for a licensed engineer to teach TechVoc.
3. Linkages
A MOA was signed by the school, the four HEIs, and 294 industry partners
for the SHS Modeling Program. After completing Grade 12, SHS students
will still take the college readiness test as part of the MOA with HEIs. But the
agreement stipulates that all Grades 11 and 12 units will be credited to HEI
programs and NSTP. The MOA also grants the school the authority to use the
HEI grading system to avoid problems in crediting their SHS units in college.
In this set-up, the HEI allows the school to download the first and second
year college subjects to be taught in SHS.
It was noted that businesses and industries have a high demand for technical
drafting using AutoCAD which is being taught in Grade 11.
The local government was likewise significantly involved in the K to 12

Program since the mayor became the link between the industry and the
school. The mayor has the authority to call for a meeting with businesses and

industries to support the SHS program. According to the school principal, in
reality the LGUs have more funds than the national government to support
education projects.
Learning Outcomes
Each student can get at least two to four qualifications upon completing the SHS.
March 2013 saw the deployment of 56 students in IT-related services in government
and private institutions beginning with the Philippine National Bank and Land Bank
of the Philippines. Eighteen percent (18%) of the 56 OJT students are now gainfully
employed as working students in various industries (i.e., welding, IT services) in
Laguna after passing the NC I and II assessments.
Good Practices
SHS Program Management:
The school is accessible to indigent students since it strictly implements the “zero
collection” policy.
APEX and TechVoc exposure and international experience, plus the open-mindedness
of the school head, facilitated the piloting of SHS in the school.
The SHS students were screened through qualification tests, scholastic grades
and interviews. Starting Grades 9 and 10, the students will learn the basics of
entrepreneurship as a separate subject, for example commercial cooking. By the end
of Grade 9, students will be required to submit a business proposal signed by their
parents and/or their business partner from the community. They will implement
their business proposal in Grade 10. However, based on experience, some proposals
are rejected if the parents could not provide financial support.
On-the-Job Training:
As early as Grade 11, students already undergo OJT by batches. This new practice
was introduced in order to accommodate all and prevent congestion of trainees at
the end of the SHS term. Apprenticeship was justified using the Labor Code. OJT
has to start early in October 2012 and send 10 students per batch because not all
industries can accommodate all OJTs during summer. The OJT schedule is done on
semestral basis which is patterned after the HEIs. For Grade 10 OJTs, the assessment
is done by the end of February or March to get NC II certification.

The school designated a teacher as industry coordinator, one who had been in the
industry for a long time. This facilitates the OJT of the students. The coordinator’s
functions include contracting on OJT terms, providing for mobility/transportation
of OJTs, and scheduling assessment and monitoring of OJTs. Students who are
deployed in OJT are given consideration and flexible timeframe to comply with
requirements. ICT was likewise used for consultation and added efficiency.
Assessment:
The school is now an assessment center because they have a pool of TESDA-
accredited assessors and trainers. Hence, students from private TVET institutions
can go to SPRCNHS for assessment at a cost of PhP 500 per student. This provides
another source of income for the school.
SHS Teaching and Learning:
The hiring of contractual teacher helps mitigate the lack of teachers. This is justified
by DepEd Order (DO) No. 48 series of 2007 that authorizes TechVoc principals to hire
contractual teachers. Fortunately, the DBM approved the budget for contractual
teachers.
The use of real life scenario and skill-oriented learning, and treatment of students as
adults motivate and challenge students to do well in school.
The school sustained quality provision of learning by designating teachers with

Master’s degree as teachers for SHS. The school hired on a contractual basis 17
teachers who are presently teaching in Polytechnic University of the Philippines
(PUP).
Challenges
The SHS teachers are not trained in TechVoc courses.
One of the challenges identified by the school is that the Grade 11 students are not
encouraged to join extracurricular activities. There is also a need to improve the 2:1
ratio of personal computer (PC) per student. Teachers also required one laptop and
one LCD projector for teaching.
Getting autonomy from the Schools Division to allow the school principal to fully
innovate without restraint is a big challenge. There is a need to apply school-based
management (SBM) approach to provide the school with greater autonomy to
manage the SHS program with full trust and confidence in the accountable school
administrator.

The Localization Law in the hiring of teachers prevents the school from hiring the
qualified teachers. The school needs additional 42 teacher items but they could
not hire technology teachers within the Schools Division. They can hire from other
provinces but under the Localization Law, the first priority is to look for its own
incumbent employees. There is a great problem in hiring teachers for SHS because
the ranking of applicants at the regional/division levels is done only once a year and
fresh graduates are not included. The school currently needs 10 new teachers for
SHS.
Recommendations
Based on the interviews conducted, the following are the recommendations to help
improve SHS implementation:
SHS Faculty:
Skills training to upgrade the competencies of SHS teachers should be conducted

for one year per area of specialization and the needed equipment should be made
available for students.
Every SHS offering TechVoc programs must create an item for industry linkage
coordination.
The Localization Law on the hiring of teachers should be amended as this prevents
the school from hiring qualified teachers. Regional/Division ranking of teachers
must be done based on time requested by the school. The Professional Regulations
Committee (PRC) should provide temporary assignment of fresh graduates of
science, mathematics, technology and engineering courses who are qualified to
teach in SHS for they have the newest/latest technology inputs. There should be a
policy on hiring teachers for provisional appointment. But for those teaching in TLE,
the NC qualification and industry experience are important. Another way is to allow
industry partners and university teachers to teach part-time in SHS.
Job Immersion:
A mechanism to credit working student’s work experience should be provided.

This would help spare the working students from being required to undergo OJT
on top of their regular job. There should be clear policy guidelines on OJT because
not all provinces have business and industry partners. Insurance contract and
transportation allowance (i.e., 75% of minimum wage) for OJTs must be provided by
industries under a MOA.

Dual training system should be adopted by SHS model schools. This would help
make academic subjects taught in schools relevant to career pathways. At the same
time, it could help enhance the capacities and employability of SHS students by
allowing them to undergo industry immersion.
SHS Program Management:
Application of school-based management (SBM) approach (DepEd Order No. 48)

could provide the school with greater autonomy to manage its SHS program based
on the needs of business community. The success of SHS program lies in the political
will of the school principal to implement education reforms. But the school policies
(i.e., BESRA) are not truly decentralized to allow schools to have some flexibility in
conducting regular classes for SHS (e.g., ADM application such as Open High School
Program). Also, the practice of reshuffling school principals is not necessary if the
school head is performing well.
Monitoring of SHS should be done by the Schools Division so that they would know
what is happening in SHS modeling; however, the Division has no specialized staff
to do this work.
In reality, not all public secondary schools can offer SHS. As a macrostrategy for SHS
implementation, the 140 TechVoc schools should first be strengthened to enable
them to lead and guide the 40,000 public secondary schools as they serve as model
schools or training centers for SHS. DepEd should allocate funding to model SHS
schools to build their capacities as leader schools in every region before the SHS is
done massively by 2016. If possible, there should be at least one SHS model school
in each province or one high school offering the SHS program in every municipality.
On SHS Curriculum Development:
DepEd, in partnership with TESDA and DOLE, should draft different training
regulations for the K to 12 SHS program. As a policy, every school should identify its
field of specialization in at least four trades to allow students to focus on their career
choice.
SHS model schools should focus on work values and attitudes because this is a priority
requirement of business and industries. This should be taken into consideration
by DOLE. Getting NC I and II certification is secondary but likewise important in
measuring the level of proficiency and readiness of students for the world of work.
TESDA should design an accreditation program for SHS model schools to enable
them to offer NC III and IV. This would be possible if the junior high school is already
offering skills that qualify students to earn NC I and II.

The TLE programs for Grades 7 to 10 should be limited from 23-24 TLE programs to
two specialized programs by the end of junior HS and two to three specializations
for SHS students.
On Funding Support:
The assessment fees for TESDA should be shouldered by the School Division and
not by schools. OJT should be covered by TESDA if the school is given the fiscal
autonomy to encourage students to undergo industry immersion.
GAA funds disbursement should be released directly to schools and not through
several channels. But effective 2013, the new DepEd Memo Order stipulates that
K to 12 funds will have to be downloaded from the Regional Office and Schools
Division to TESDA before it goes to the school level.
The school actually needs PhP 1.5 million per year for the assessment but as of the
moment, no funding support is being provided by DepEd Central Office. As such,
the school is paying for the assessment fees using their available funds.
The SHS students should be trained to become technopreneurs as practiced in

Science High Schools where they have to make a feasibility study anchored on their
field of specialization. But this is expensive and would require more funding support.

Sangley Point National High
School
Background
Sangley Point National High School (NHS) is a general public high school located in
Cavite City, Cavite, that offers security and peacekeeping as specialization or career
pathways for their SHS Modeling Program. The school has 34 SHS students, including
27 male students and 7 female students as of SY 2012-2013.
The school was identified for SHS Modeling because it was deemed as a special
high school for military services skills development. It was also chosen because it is
strategically located within a naval base and because of the industries surrounding
the school.
Pre-Implementation
To prepare for SHS Modeling, the school head and teachers conducted a series
of meetings with naval officers as well as exploratory talks with DepEd and the
Philippine Naval Fleet. It was determined that the Navy’s participation in the SHS
Modeling would come from the conduct of training sessions to be done by the
Naval Sea System Command (NSSC).
Establishment of SHS Modeling in Sangley

Point NHS
As a result of the series of meetings and exploratory talks conducted, an agreement
was reached to form a technical working group to help develop the curriculum. The
SHS Modeling in Sangley Point NHS was envisioned to be based on the training
regulations (TR) of TESDA.
A partnership was made with the Philippine National Police (PNP) because many
of the skills would come from the expertise of the PNP, notably security services.
The school also coordinated with TESDA to help provide SHS students with skills on
appliance repair.
Subsequently, a MOA was signed to define the roles and responsibilities of agencies
concerned with SHS modeling, namely, the school, industry partners, Philippine
Naval Fleet, and PNP. The task of the Philippine Naval Fleet was to provide equipment,

facilities, and an instructor. It was also stipulated under the MOA that there would be
a need to build the capabilities of the instructor.
The school also sought the assistance of a HEI, particularly San Sebastian College of
Cavite City. This school helped them obtain consolidated prospects from different
universities.
Skills development, SHS teachers, and some

observations on SHS students
Aside from security service, students under the SHS program learn PC hardware
servicing. They are able to apply this skill in the repair and maintenance of their
computers at home. At the same time, they can earn from the use of their skills when
they are hired to repair and maintain other computers.
With respect to the teaching of academic subjects, the school strives to ensure and
maintain the quality of teaching by employing teachers who are either MA graduates
or have earned minimum MA units.
The teachers observed that the SHS students, compared to high school students
in the lower batch, learn faster with respect to learning application and are more
enthusiastic in studying the applied portion of their academic subjects.
Advocacy/promotion of SHS Program

To advocate and promote SHS modeling in the school, the school head and teaching
staff held meetings with parents and barangay officials and their constituents. In
these meetings, two concerns were surfaced: that those students who became
interested in the SHS program and wanted to continue studying did not have the
means to enroll into college, and that among these students were children and
nephews or nieces of soldiers. In the case of Sangley Point NHS, they offered a course
on security services, which the teachers said was comparable with the course on
criminology in college. This was in contrast with the specialization of San Sebastian
College, which includes mass communications, hotel and restaurant management
(HRM), and tourism.
Plans to improve SHS implementation

To help improve the implementation of its SHS program, the school plans to
administer an entrance exam for the selection of students. This plan is based on the
school’s observation that some students later backed out from the program because
they were not interested in military or security service.

On the other hand, they also see the importance of administering TESDA’s entrance
or assessment exam to help provide TESDA certification in the hope that students
will work in security or military service.
Challenges
One of the main challenges of the school is how to make the financial cost of taking
the TESDA examination affordable. With 32 SHS students and PhP 550 exam fee per
student, it would cost a total of PhP 17,600 for all the students to be able to take the
exams. DepEd has so far manifested that they will help shoulder the expenses. At the
same time, the school has sought the support of the Division Office for additional
funds. Also, the school is looking into how to provide the students with the uniforms
and paraphernalia that are required by the TESDA. It would also incur financial
expenses for the students to be able to obtain the said uniforms and paraphernalia.
Since SHS is to be fully implemented starting 2016, the school also has no budgetary
allocation from its MOOE for SHS Modeling. This situation forces the teachers to
oftentimes personally pay for some of the students’ requirements for the SHS
program.
The SHS students also do not have their own classroom. As it is, they are using
the audio-visual room as their classroom. Accenture, a private business process
outsourcing company that the school sought as one of its industry partners, donated
20 computers. But of these, only three are currently functional and the rest need
hardware replacements and repairs.
Generally, the school is concerned that it is still in its trial-and-error stage or

“nangangapa pa.” They also believe that there should be linkages with other related
educational institutions such as the Commission on Higher Education (CHED).
Interviews with Students

The Grade 11 SHS students of Sangley Point NHS are taking security service as their
skills development specialization in preparation for their possible recruitment to
the Philippine Navy. Some of them are full-time students while others are part-time
students. One of them, in particular, had to stop studying because of conflict in work
schedules. Some of the SHS students live within the naval base while others live
outside. But only few of them are dependents of naval officers.
While there are no dedicated books or modules for Grade 11, the students feel that
they are already taking subjects for college students like political science, math,
and science. According to them, they also read college-level textbooks and have to
maintain an average grade of 75 percent to have a good standing in class.

Most of the SHS students may be poor, but they work hard to find ways to get hold
of the needed books or learning materials. They buy, borrow, or photocopy the
learning materials. Because of the limited number of computers, they have to share
among themselves the available computer units. Since SHS is still in its modeling
stage, the lack of budget for SHS also requires the students to share school facilities
with the junior high school students. To help augment their income, the Air Force
has offered them work, particularly computer repair and maintenance, where they
are paid PhP 2,500 a month.
The SHS students are also required to take an NC 1 exam on computer security. They
recounted that the schedule of these exams are sometimes in conflict with their
academic schedules.
In terms of skills development, the SHS students found their subjects interesting
and skills-enhancing and that the acquired knowledge will help them in their plans
to join the military service. In terms of security services skills, they are also trained
on gun-firing and taekwondo. Before they are taught how to actually fire a gun, they
are oriented on gun safety. As for taekwondo, this may also be taught to junior high
school students.
For their taekwondo classes, they are required to wear a shirt, jogging pants, and a
yellow belt. They are required to spend for their own uniforms. Since some of them
are poor, the teachers sometimes pay for the acquisition of their uniforms.
With respect to extracurricular activities, the SHS students said that they are not
included in the conduct of proms. Compared to junior high school, they said that their
leadership is developed in SHS, and they feel that they have more responsibilities.
The SHS students are excited about heading for Grade 12 because of the prospects
of learning new subjects. Because of the knowledge that they have gained, they said
that they are now more confident in protecting civilians and in maintaining peace
and order.
While the classroom is enough to accommodate the current batch of SHS students,
there is a need to provide extra rooms for the subsequent batch.

Bacolod City National High
School
Background
Bacolod City National High School is a general public high school located in Bacolod
City, Negros Occidental, that offers call center services as specialization or career
pathway for their SHS Modeling Program. There are 44 SHS students enrolled under
the program, including 26 male students and 18 female students as of SY 2012-2013.
Students are admitted after presenting the requirements including an employee

certificate (for those employed) and undergoing an interview.
Pre-implementation
Prior to implementation of SHS Modeling, Bacolod City NHS held a series of
meetings and consultations with LGUs, industry partners, and HEIs. It was during
these meetings and consultations that the school identified call center services
as its specialization. At the same time, they partnered with the Negros Occidental
Language and Information Technology Center to help them in the prospective
hiring of their students.
Subsequently, the school signed a MOA with Bacolod City College, Central Philippine
University-Iloilo City, Binalbagan City College, and Colegio de San Agustin. It also
consulted the Riverside College and Visayan Maritime Global College so that they
could conduct internal and external planning for the implementation of the K to 12
Program in 2016.
Likewise, Bacolod City NHS established a partnership with the city government for
the provision of training programs and infrastructure improvement. So far, the city
mayor has provided PhP 4.9 million for Phase I building construction for the SHS
building, which had gotten burned down. In addition, the school plans to have the
Philippine Call Center Institute (PCCI) as its additional partner.
The school plans to have a minimum offering of four courses. In areas where they
do not have the specialization, they plan to partner with schools offering seafarer
course and with Riverside College which offers health services. They also plan to
offer commercial cooking and welding after a trip to Silay City to study the TechVoc
offering.

Curriculum
The curriculum of Bacolod City NHS underwent a rigorous series of consultations
before it was developed. On separate occasions in February, April, and September
2012, the school met with DepEd Regional and Division Offices, TESDA, Bacolod
City College, business process outsourcing (BPO) companies such as Teletech and
Convergys, Negros Occidental Language and Information Technology Center, and
SEAMEO INNOTECH. The consultations resulted in the provision of an academic
curriculum for SHS students with career pathway in Contact Center Services NC II.
Under the curriculum, Grade 11 students are required to render 1,400 hours and
earn 45 units of academic subjects including PE I and II, English 1 and 2, Math 1 and
2, Filipino 1 and 2, Science 1 and 2, Social Science 1 and 2, and Computer I and 2.
On the other hand, Grade 12 students have to render 1,256 hours and earn 36 units
comprising of Social Studies 3 and 4, Math 3 and 4, Science 3 and 4, PE 3 and 4, NC
II on Contact Center Services 1 and 2, and 300 hours of on-the-job training (OJT).
However, call centers only provide training upon hiring. (See Tables 20 to 24.)
Table 20: Program Schedule for Grade 11, First Semester, BCNHS
Course Number Descriptive Title Hours Unit
English 1 Study and Thinking Skills in English 100 3
Filipino 1 Komunikasyon sa Akademikong Filipino 100 3
Science 1 Physical and Earth Science 100 3
Social Science 1 Principle of Economics 100 3
Computer 1 Windows OS and Word Processing 100 3
PE 1 Physical Fitness 100 3
Total 700 21
Source: Bacolod City National High School, 2013
Table 21: Program Schedule for Grade 11, Second Semester, BCNHS
English 2 Writing in the Discipline 100 3
Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik 100 3
Science 2 Biology 100 3
Math 2 Plane Trigonometry 100 3
Social Science 2 Taxation 100 3
Computer 2 Fundamentals of Typewriting/Keyboarding, 100 6
and Spreadsheets
PE 2 Rhythmic Activities 100 3
Total 700 24

Table 22: Program Schedule for Grade 12, First Semester, BCNHS
NC II Contact Center Services I 178 3
Math 3 Business Mathematics 75 3
Science 3 Applied Physics 75 3
Social Science Geography 75 3
3
PE 3 Individual/Dual Sports 75 3
Total 478 15
Table 23: Program Schedule for Grade 11, Second Semester, BCNHS
NC II Contact Center Services 2 178 3
Math 4 Mathematics of Investment and 75 3
Probability & Statistics
Science 4 Human Anatomy 75 3
Social Science Rizal Life, Works and Writings 75 3
4
PE 4 Team Sports 75 3
Practicum Field Study/Related Learning 300 6
Experiences
Total 778 21
Table 24: Area of Specialization, BCNHS

Area of Specialization Course Description No. of
Hours
Contact Center Service The course is designed to enhance the 356
NC II knowledge, skills and attitudes of a Contact
Center Services Provider in accordance with
industry standards. It covers competencies
that a person must achieve to interact
with customers to provide information
about products and services. It also
covers handling of customer’s complaints,
inbound customer service, order taking
and inquiry response handling, and
outbound telemarketing.

Bacolod City NHS likewise focuses on specialized competencies designed to build
the capacities of SHS students as prospective call center agents. The proposed cur-
ricula developed by Bacolod City NHS are for Grade 11 and Grade 12 students. There
is a total of 30 weeks for Grade 11 and 40 weeks for Grade 12 for the total duration
of all related training. For Grade 11, students start training on symbols and end with
simulation activities on computer-assisted drills. In the case of Grade 12, they begin
with rendering quality customer service and conclude with types of communication
networks within the organization (see Tables 25 and 26).
Table 25: Curriculum Design – Senior High School, Grade 11, BCNHS
Competencies Grade Level and Grading Duration of
Period Taken Training
(in Weeks)
Symbols Grade 11 1st Grading Period 3
Computer Menus Grade 11 1st Grading Period 2
Computer – Practical Dos and Grade 11 2nd Grading Period 3
Don’ts
Basic Computer Operations Grade 11 2nd Grading Period 2
Applications Grade 11 2nd Grading Period 3
Use of Computers with Grade 11 2nd Grading Period 2
Peripherals
American Accent Trng. – Grade 11 3rd Grading Period 3
Speech Drills
American Accent Trng. – Grade 11 3rd Grading Period 2
Fluency Drills
Voice Drills Grade 11 3rd Grading Period 3
Communication Activities – Grade 11 3rd Grading Period 2
Multi-tasking web-surfing,
typing, encoding, answering
call
Computer-Assisted Drills – Grade 11 4th Grading Period 2
Using Communication Cues
Computer-Assisted Drills – Grade 11 4th Grading Period 3
Simulation Activities
Total Number of Weeks 30

Table 26: Curriculum Design – Senior High School, Grade 12, BCNHS
Competencies Grade Level and Grading Duration
Period Taken of Training
(in Weeks)
Active Listening Grade 12 1st Grading Period 2
Active Listening includes Grade 12 1st Grading Period 1
Recognizing Non-Verbal
Communication
Active Listening includes Showing Grade 12 1st Grading Period 2
Listening Signals
Benefits of Active Listening Grade 12 1st Grading Period 2
Effective Listening Grade 12 1st Grading Period 2
Effective Speaking Grade 12 1st Grading Period 1
The Importance of Communication Grade 12 2nd Grading Period 5
Skills in Organizational
Performance
Benefits of Effective Grade 12 2nd Grading Period 5
Communication in the Workplace
Communication Process Grade 12 3rd Grading Period 3
Elements of a Communication Grade 12 3rd Grading Period 2
Process
Reducing Interference Grade 12 3rd Grading Period 3
Effective Communication Grade 12 3rd Grading Period 2
Dynamics of Communication Grade 12 4th Grading Period 3
Barriers to Effective Grade 12 4th Grading Period 2
Communication
Overcoming the Barriers to Grade 12 4th Grading Period 3
Interpersonal Communication
Types of Communication Networks Grade 12 4th Grading Period 2
within the Organization
Total Number of Weeks 40

Resources and Facilities
Students are given a hard copy of the modules for free and the CD-format. They
could use the school facilities but because of time constraints they could not avail of
this opportunity. They have quizzes every week and test every end of quarter.
Teachers
Teachers are available to students for assistance or tutorials. They also give students
considerations such as make-up test when they are absent.
Strength
The strength of the program lies in the fact that some of the subjects taken during
senior high school may be credited in college. Also, it is clarified to the students
and the parents at the orientation sessions that education under the SHS Modeling
Program is free.
Challenges
One of the main challenges of the school is the cost of setting up the laboratories,
which should be TESDA-compliant.
Another challenge for them is keeping up with the standards. They see that the
program should be assessed carefully.
They also see the need to hire an industry coordinator or OJT adviser/supervisor that
can work beyond office hours as well as a human resource personnel.
They also see the need to partner with BPO companies. Related to this, one big
challenge is that call centers do not allow OJT for prospective call center agents
and technical support staff because accounts are treated as confidential and all
transactions are considered official and duly documented and should be handled
professionally. They only provide training for personnel that they have initially
screened for hiring.
To address this challenge, the school has made some efforts to strengthen their
employability program by hiring former call center agents as English teachers.

Recommendations
Among the recommendations that Bacolod City NHS provided include the following:
1. SHS model schools in coordination with DepEd, CHED and other HEIs, and
TESDA should work together to revise and upgrade the curriculum. There
is also a need for greater flexibility in its implementation, particularly in
allowing college General Education (GE) subjects to be applied and credited,
college graduates who are not education majors to teach, and employment
hours to be credited as OJT hours.
2. There is a need to integrate technical and academic competencies and

address any gaps to help enhance the employability of SHS students while
at the same time ensuring alignment with labor market priorities.
3. Consider offering SHS to night school students.
4. LCD projectors and laptops should be provided so that students could easily
grasp the lessons presented.
5. Provide funds for the construction of additional classrooms. In some SHS

model schools, students use an open space with no roof.
6. Provide allowance for students, particularly for transportation expenses.
7. Provide training programs to help build the capacities and competencies of

SHS teachers.

Sum-ag National High School
Background
Sum-ag National High School is a general public high school located in Bacolod City,
Negros Occidental, that offers agriculture as specialization or career pathway for
their SHS Modeling Program. They have 14 SHS students, including 4 male students
and 10 female students as of SY 2012-2013.
The SHS Modeling Program in Sum-ag NHS aims to develop and enhance the
technical knowledge, skills and values of students in agriculture particularly in rice
production, organic farming, and nursery management.
Students are encouraged to engage in this program believing that performance is

far advanced and more satisfying than theories alone. It serves as a laboratory where
agriculture students can gain actual experience and at the same time earn while
learning.
Profile of Students
There were originally 21 students that enrolled in SHS Modeling in Sum-ag NHS, but
seven have left for various reasons such as financial problems, difficulty in getting
exposed to sunlight and heat, and lack of interest in agriculture.
For the 14 SHS students that remained, most of them belonged to poor rural-based
families. Their parents worked as small farmers, farmworkers, fisherfolk, drivers,
househelpers, or construction workers.
Since some of the students also worked as farmers or farmworkers, they said that
they enrolled in the program to continue crop cultivation started by their parents
and learn new and proper crop production techniques and farm tools. Most of them
also got attracted to the SHS program because they do not have money to enroll in
college. After SHS, some of them plan to go to an agricultural college so they can
also teach agriculture.
Because of the students’ poor economic conditions, the school helps them in their
food and transportation fares. Instructional handouts are also given for free to the
students.

Pre-implementation
Prior to program implementation, Sum-ag NHS conducted consultations with
the University of Negros Occidental - Recoletos and the Central Philippines State
University in cooperation with TESDA and DepEd Regional Office and SDS from
February to April 2012 to help them determine their specialization, obtain copies of
curriculum and to guide them in preparation for SHS Modeling.
The school was identified as an agricultural SHS because it had a rice field and a
TechVoc offering in junior high school. On the other hand, the school received a
training on curriculum that was jointly conducted by DepEd Schools Division
Superintendent Bacolod City, DepEd Regional Office, and TESDA.
The school also held consultations with prospective industry partners such as the
Organization for Industrial, Spiritual, and Cultural Advancement (OISCA), the Metro
Bacolod Chamber of Commerce and Industries (MBCCI), and the Negros Organic
Rice Industry Association (NORIA), which had an organic ricefield as a demo farm.
In addition, the school consulted with the city LGU. Through these meetings, the city
LGU allocated PhP 2 million for the construction of a school building for SHS.
Subsequently, a MOA was signed by the school, HEIs, city LGU, and industry partners
explaining their roles and responsibilities related to SHS Modeling. Another MOA
is yet to be signed between Sum-ag NHS and the HEIs for the possible provision of
financial assistance.
Curriculum
Sum-ag NHS requires a total of 52 units with laboratory for Grade 11 students to
complete all the academic subjects. These subjects include English, Filipino, math,
science, social science, humanities, Rizal, National Service Training Program (NSTP),
and MAPEH. Some of the subjects have been aligned with general education
subjects in college. Other subjects are also aligned with the career pathway. For
instance, Business Math is taught in math, and Contemporary Issues in Agriculture
is provided in Social Studies.
For Grade 12, SHS students are required 25 units to finish all the academic subjects.
These subjects include math, social science, natural science, MAPEH, and computer.
Academic classes for SHS students are held from Monday to Friday, from 7:30 am to
12:00 noon. On the other hand, the practicum is conducted in the ricefield within
the school premises either five days a week or when needed in the field from 1:00 to

5:00 pm. The school provides the SHS students with farm tools for their field work.
On the other hand, 33 units of laboratory and 520 hours of industrial immersion are
devoted to finish the career pathways in agriculture. The subjects include Agriculture
101, 102, and 103 for Grade 11, and Agriculture 201, 202, 203, 204, and 205. Lessons
start with the fundamentals of crop science and progresses to post harvest handling,
seed technology, and industrial immersion (see Tables 27 to 29).
Table 27: Proposed Curriculum Grade 11, SNHS

Subject Descriptive Title Units
English 102 Study and Thinking Skills 6
in English and Writing in
Discipline
Mathematics 1 College Algebra and Business 10
Math
Natural Sciences 102 General Biology, General 9 w/ lab
Organic and Inorganic
Chemistry
Filipino Language 102 Sining Pakikipagtalastasan/ 6
Pagbasa at Pagsulat sa Iba’t
ibang Disiplina
Social Science 101 Contemporary Issues in 6
Agriculture with Philippine
History, Government Politics,
General Economics and
Taxation
Humanities 101 Introduction to Humanities 3 w/ lab
with Landscaping and Urban
Gardening
Rizal Life and works of Rizal with 6
Philippine Literature
NSTP National Service and Training 6
Program
MAPEH 101 Physical Education 1 and 2 4
Agriculture 101 (Crop Science) Fundamental of Crop Science 6 w/ lab
(Principles and Practices of
Crop Production)
Agriculture 102 (Animal Introduction to Animal 6 w/ lab
Science) Science/Introduction to
Livestock and Poultry
Production
Agriculture 103 Industrial Immersion 260 hrs
Source: Sum-ag National High School, 2013

Table 28: Proposed Curriculum for Grade 12, SNHS
Subject Descriptive Title Units
Math 201 Plane Trigonometry and Statistics 6
Social Science 201 Society and Culture with Family 6
Planning, Psychology and
Anthropology
Natural Science 202 Physics and Fundamental of 6
Agricultural Engineering
MAPEH 201 Physical Education 3 and 4 4
Computer 201 Basic Computer Concept and 3
Application
Agriculture 201 Introduction to Enterprise and 6
Entrepreneurship with Philosophy
and Ethics
Agriculture 202 (Soil Principles of Soil Science, Soil Fertility, 6 w/ lab
Science) Conservation Management and
Organic Farming
Agriculture 203 (Crop Fundamentals of Crop Protection, 6 w/ lab
Protection) Approach and Practices in Pest
Management
Agriculture 204 Post Harvest Handling and Seed 3 w/ lab
Technology
Agriculture 205 Industrial Immersion 260 hrs
Table 29: SHS Area of Specialization, Description and Number of Hours,

SNHS
Area of Specialization Course Description No. of
Hours
Agriculture This course is designed to enhance 920
desirable attitudes and skills of an
agriculturist in accordance with
industry standard.
(Agricultural Crops) NC I It covers core competencies such
as application of safety measures
in farm operation and use of farm
tools and equipment.
In addition, the industry partners proposed for an NC I on Crop Production and

instructions on the concept of Farmer Field School as provided under Republic Act
(RA) No. 10068 (see Table 30).

Table 30: Additional Competencies Inputted by Industries, SNHS
Specialization Competencies
Crop Production (NC I) Organic Farming
Proposed Organic Field School Four (4) principles of organic farming

(RA 10068 Agriculture Act) 1. Principle of Fairness
2. Principle of Ecology
3. Principle of Health
4. Principle of Care
SHS Teachers
SHS teachers, except for the English 101 teacher and the science teacher, on the
average have 29 hours of teaching load per week. They teach both in junior high
school and in senior high school. Teachers I-III render 25 hours of teaching while
Master Teachers render 30 hours of teaching. In addition, they have five hours of
advisory work.
The school’s agriculture teacher is a female graduate of agriculture from Central

Philippines State University. She said that she is a small rice farmer who loves to
teach agriculture, particularly crop production. However, she, along with three other
agriculture teachers, has yet to obtain NC II in agriculture from Cebu, Leyte, or Davao.
Students Eligible in the SHS Program

The SHS Modeling Program in Sum-ag NHS is open to all qualified and interested
students. The applicants fill out an application form during enrollment. Students
orientation on the SHS program is conducted on the first week of the start of classes.
Status of SHS Students in Sum-ag NHS

The SHS students of Sum-ag NHS are satisfied with their schooling under the
program. They said that they learn new things in their academics and in their OJT
and practicum. They are also able to make new friends.
The SHS students also appreciate the support of their SHS teachers. Because most
of them are poor and have financial problems, the school and particularly the
SHS teachers, provide them with various learning materials including handouts,
handouts lifted from textbooks, college-level materials, and reference materials
obtained through internet research.

The school strictly monitors students’ attendance. For instance, in the summer of
2013, the students were required to render 500 OJT hours at the Organization for
Industrial, Spiritual, and Cultural Advancement (OISCA) which serves as their training
center.
The SHS students enjoy SHS but are very serious in their studies. Part of their
requirements is to choose report topics and provide reports and presentations.
There is also a critiquing session after every report presentation wherein the SHS
students can give their insights on the presentations. In their English class, they are
taught about the levels of comprehension to help develop their communication
skills. Their agriculture classes, on the other hand, are instruction-guided.
The SHS students do not have a dedicated classroom; as for their attire, they just
wear white T-shirts and have no school uniform. They recently had a field trip to a
provincial demo farm production in Bago City, Negros Occidental.
For the SHS students, studying under the SHS Modeling Program in Sum-ag NHS is
a great opportunity to learn because it provides free education.
Advocacy and Promotion

The school provides students with an orientation on SHS Modeling and the teachers
with a conference on how students will undergo OJTs. Students and parents also
help in promoting the program.
Challenges
Sum-ag NHS through its school head mentioned a number of challenges in its SHS
Modeling Program. One of the concerns of the school is that its career pathway
offering of agriculture may not be able to provide the jobs needed by prospective
SHS graduates. As a result, there is a possible misalignment between specialization
and labor market demand. This is exacerbated by government policy that do not
seem supportive of agriculture but instead seem to support agricultural importation.
They said that there is a need to reconcile the needs of communities on food
security while at the same time linking the sector with industries to provide more
employment opportunities. The school likewise said that advocacy and education
is needed to attract more students to take agriculture as a career pathway. On the
practical side, the school thinks that the financial problems of students can be
addressed by the specialization through an earning-while-planting program.

The school also needs financial assistance from DepEd so the University of Negros
Occidental-Recoletos can help enhance the implementation of the program. As of
2013, they were still waiting for a response from DepEd; they were also hoping that
the MOA with SUCs can be expedited.
The school is also waiting for meetings to be held between DepEd and CHED to
discuss the possibility of crediting the academic subjects in SHS in college.
Another challenge for them is how to compensate SHS teachers who do overtime
work. As it is, the school is not allowed to provide honorarium. Since the program is
still at its modeling stage, they also could not allocate funds from their MOOE.
They are also concerned that NC II in Agriculture is not readily available in their area
and they have to take it in Cebu, Leyte, or Davao.
Lastly, they said that there is a need to provide more enriched instructional materials
for SHS.
Recommendations
Based on the interviews, the following are the recommendations to help improve
the SHS program implementation in Sum-ag NHS:
1. Specialization teachers should take NC II in Agriculture in Cebu or Leyte to

further professionalize them.
2. Provide transportation and allowances for SHS students.
3. Provide more classrooms for SHS students.
4. Provide additional school facilities such as laptops and LCD projectors to

help improve learning techniques.
5. Sum-ag NHS believes that OHSP can be applied to SHS Modeling. In

particular, they suggest that working students can take SHS in night school.
Their only concern is the schedule of OJTs and practicum for agriculture.
6. The school should be informed by DepEd Central Office on the status of

MOA with higher education institutions/state colleges. The MOA needs
approval from CHED’s Board of Regents. This will help clarify the issues on
credit banking and articulation of units earned from SHS to third year in
college.

7. There is a need to come up with training regulations on college-based
curriculum and instructional materials for both agricultural and academic
subjects from TESDA.
8. There is a need to modify the Grade 11 curriculum to ensure its alignment

with the requirement of business community and state colleges/universities.

Doña Montserrat Lopez Memorial
Background
Doña Montserrat Lopez Memorial National High School (DMLMNHS) is formerly
a general high school but in 2009, it became one of the 282 technical-vocational
high schools in the country. In 2011, the school was identified as the first SHS model
school in Region VI; the SHS program was officially launched in SY 2012-2013.
Located in Silay City, Negros Occidental, the school offers electrical installation and
maintenance, shielded metal arc welding (SMAW), housekeeping, and food and
beverage service (FBS) as specialization or career pathways for their SHS Modeling
Program. Based on the school profile submitted, there are 108 SHS students,
including 42 male students and 66 female students as of SY 2012-2013.
The school is one of the two schools in the country that piloted SHS a year ahead
of other SHS model schools. Grade 11 students were encouraged to enroll because
it was free and the school offered courses which were in demand. Because it was
in the experimental stage, students were accepted without screening. They were
merely asked what major they would like to take. But for enrolment, they had to
submit their NSO birth certificate for age verification and high school report card for
fourth year graduates.
Pre-Implementation
The school strengthened their advocacy campaign among parents to reach out to
the unschooled who are mostly working in the farms or as vendors. Enrollees for
SHS consist of 25% from other schools and 75% from DMLMHS. They ensure that the
parents and students are well-oriented on SHS program prior to enrollment.
Curriculum
The school reported that they developed its SHS curriculum around the needs/
demands of industries operating in Silay City through a consultation meeting with
majority of industry leaders, parents, other school administrators, LGU, and religious
organizations. Grade 11 students are required to take 12.6 units of academic subjects
for 42 hours. The academic subjects include science and technology, Filipino, English,
mathematics, social science, and TVE (specialization) (see Table 31).

Table 31: Class Program of Grade 11, DMLMNHS
Subjects Hours per Week Unit
Science & Technology 5 1.5
Filipino 4 1.2
English 4 1.2
Mathematics 5 1.5
Social Science 4 1.2
TVE (Specialization) 20 6
Career Pathways
(with Immersions/OJT)
Total Hours & Units 42 12.6
Source: Doña Montserrat Lopez Memorial National High School, 2013
For the junior high school, students are free to take dressmaking/garments,
commercial cooking, electricity and computer servicing. On the other hand, there are
four specializations that SHS students could take: food and beverages services (FBS),
housekeeping, electrical installation and maintenance and shielded metal arc welding
(SMAW). The curriculum is based on TESDA in preparation for NC II. Even the hours per
subject are TESDA Training Regulations (TR)-compliant (see Table 32 and 33).
Classes are held Mondays to Saturdays from 7:30 AM to 4:30 PM. The first two hours
on weekdays are spent on their major subjects for hands-on and on Saturdays they
discuss theories. The rest of the time is divided among core subjects using college
level textbooks: Filipino, English, Business Math, biology, and geology.
The school provides more hands-on learning and discussions of real life issues (e.g.,
abortion, euthanasia, etc.) that are connected to the core learning areas. The students
of FBS spent their on-the-job training every day for one hour in the school canteen,
and in a hotel owned by the city mayor. The NC II holders provided catering and wine
services in hotels, bakery and for the official functions of the Schools Division Office
in Silay City. The SMAW Grade 11 students take their OJT at the TESDA-accredited IETI
school in Bacolod City. About 25 percent or 6 out of 24 SHS students enrolled in SMAW
are female. They do repair of furniture and fixtures through welding. On the other
hand, students of housekeeping are able to practice cleaning of rooms, floors and
toilet facilities and do laundry using washing machine.

Table 32: SHS Area of Specialization, Description & Number of Hours,
DMLMNHS
Area of Specialization No. of Hours
Food and Beverage Services 356
Electrical Installation and Maintenance 360
Shielded Metal Arc Welding 360
Source: Doña Montserrat Lopez Memorial High School, 2013
Table 33: Additional Competencies Inputted by Industries, DMLMNHS

Specialization/Qualification Linkages Competencies
Food and Beverage Services
The Food and Beverage Services NC II • Aid Agency • Provide link
Qualification consists of competences • Mel Ken Restau- between
that a person must achieve to provide rant kitchen and
food and beverage service to guests • Baldevia Pension service area
in hotels, motels, restaurants, clubs, House • Provide food
canteens, resorts and luxury liners. • Windbel Pension and beverage
House service
• Sunburst Bay • Provide room
Resport service
• Royal Am Rei • Develop and
Hotel update food
and beverage
knowledge
Shielded Metal Arc Welding NC I

The Welding NC I (SMAW) Qualifications • Hawaiian Philip- • Weld carbon
consists of competencies that a person pine Company steel plates
must achieve to weld carbon steel using SMAW
plates as specified by layout, blueprints,
diagrams, work order, welding
procedure or oral instructions using
SMAW welding equipment.

Specialization/Qualification Linkages Competencies
Electrical Installation and
Maintenance Service NC II
The Electrical Installation and • Hawaiian • Prepare
Maintenance Service (EIMS) NC II Philippine electrical power
Qualifications consists of competencies Company and hydraulic
that a person must achieve to • Silay City tools
perform installation, maintenance and Engineers • Perform
commissioning of electrical wiring and Office/LGU roughing-in
related equipment where the voltage activities for
does not exceed 600 volts in residential communication
houses and buildings. and distribution
systems
• Install wiring
devices for floor
and ground
fault current
interrupting
outlets
• Install electrical
protection
system for
lighting and
grounding
• Install electrical
lighting
systems on
auxiliary outlets
and lighting
fixtures
• Install com-
munication,
signaling
devices and
remote control
systems on
auxiliary
equipment
• Install
commissioned
electrical
systems
Source: Doña Montserrat Lopez Memorial National High School, 2013

Resources and Facilities
The school was allotted PhP 1 million as part of the budget given to TechVoc schools
implementing SHS. The amount provides students with transportation allowance on
the first day, but on the succeeding days, students have to shoulder the expenses.
A one-storey building was constructed for the FBS and housekeeping practical
learning. The whole school became a training ground for practical training of
students. For welding, some students tap the facilities of the International Electrical
and Technical Institute (IETI).
Three transformers were transferred without cost by the Regional Office to the
Doña Montserrat Lopez Memorial NHS, thus augmenting the power supply and
separating the power lines of electrically-driven machines in SMAW to avoid
damaging computers.
Teachers
All SHS teachers are NC II holders and have been trained on K to 12 and TESDA
methodologies and competency assessment. They were trained on the least mastered
competencies and on new technical subjects. This is being complemented by the
teachers’ own researches to advance their teaching practice. Thus, they developed
their own course outline using online resources and library materials. There are
no textbooks for SHS but they maximized the use of online resource materials for
teaching. The teachers are dedicated and patient to ensure that optimum learning
will take place in two hours per class/subject using demonstrations.
Teachers teach in both junior and senior high schools. As additional incentive, an
honorarium is given to teachers who teach on Saturdays. With prior approval from
COA, the amount is charged to MOOE funds.
Assessment
The rating system to measure student performance consists of skills test (50%),
paper test (25%), projects (20%) and work attitude (5%). The teachers evaluate each
project and how it is done by the students to ensure that only original projects are
submitted. The school principal conducts on-the-spot/non-standard evaluation of
student learning in addition to formative assessment. Upon SHS completion, the
students are expected to pass at least one technical competency assessment to
qualify for graduation and OJT certification.

Linkages
The school is accredited by DOLE-Region VI and thereby trained by DOLE. As
stipulated in their MOA with the school, the Public Employment Service Office (PESO)
provides laboratory access to students. Through a solicitation letter, the school was
able to tap the School Education Fund of the LGU to support the students’ OJT
requirements.
Under the MOA, the school tied up with industries for the OJT and job placement
of students. These include the Hawaiian Philippine Company (sugarcane industry),
and HRM service providers such as Mel Ken Restaurant, Baldevia Pension House,
Sunburst Bay Resort, and Royal Am Rei Hotel. The school reported that 10 students
per batch are taking their OJT in SMAW and EIM for four days (30 hours) in Hawaiian
Philippine Company and housekeeping in Baldevia and Windbell Pension House.
EIM students are holding their OJT in Silay City Engineers Office/LGU and FBS in Aid
Agency.
Meanwhile, the TechVoc Department is conducting a survey among students whose

parents are working abroad and who can be tapped to become resource speakers
whenever they come home to their family in Silay City.
At the same time, alumni abroad are informed of the advocacy of the school to
generate funds for the purchase of equipment through the school’s email and
Facebook account.
Good Practices/Strengths
Guided by DepEd Order No. 36, ss. 2012, the school is empowered to do school-
based innovations to take into consideration the condition of SHS students who are
working and are teenage mothers.
Inspiring teachers effectively impart knowledge to students. A case in point is the

teacher in SMAW. Although he suffers from Parkinson disease, this does not affect the
quality of his teaching because he has both the expertise and passion for teaching.
Collaborative teaching could be attributed to the NC II success of the students as

the English teacher uses food and beverage service (FBS) as a topic to improve the
communication skills among students. The school allows extension of learning time
for English from 1 hour to 1.5 hours to address the skills gap. They use Facebook to
connect with students and for quick feedback on students’ projects.
Contextualized and integrated learning makes learning more relevant and easier
for students to grasp and remember the lessons. For instance, in studying history,

they discuss history of housekeeping; in mathematics, they discuss measurement
or percentages in food. They generally appreciate the application of science,
mathematics and Araling Panlipunan in their TechVoc classes and group study
method which expose them to cooperative learning and peer mentoring (i.e., two
fast learners will assist one slow learner).
The students are also trained to become technopreneurs because they can sell
their projects in SMAW and electrical technology on a job-order basis. Curriculum
enrichment is continuously done by reviewing the existing learning materials and
developing localized/indigenous materials.
The school employs a 60-40 intervention in favor of hands-on learning activities

and skills application with less lecture-discussion. The said intervention involves 60
percent for attendance at school and 40 percent for industry-related training which
is quite rigid. Students need to acquire full mastery of the necessary processes and
steps in their chosen trades. Part of the OJT process is to check whether the job
description of the OJT jibes with TESDA training regulations and to require that the
industry supervisor has full knowledge and approval of the OJT’s performance. This
is being done by the school industry coordinator.
Learning Outcomes
It is noteworthy to know that the school has 100 percent NC passing rate for food and
beverage service (FBS). As such, five students will be hired for work in FBS industries
with full salary benefits. It is hoped that the same will happen to students of SMAW
and housekeeping who will take their NC I and NC II assessments, respectively. The
more NC II assessments that SHS students will pass means better and wider work
opportunities for them.
The junior high school students have high regard for SHS students because they
perceive them to be serious in completing their chosen courses. But some teachers
notice that some SHS students sometimes act as junior HS because they are still
playful and physically not fully mature and confident to assume work responsibilities.
Challenges
One of the challenges faced by the school is in terms of getting the cooperation
of the LGU (i.e., barangay council) without any strings attached. Nevertheless, the
school principal was able to capitalize on this situation by turning adversities into
opportunities. One instance was when the school needed a welding machine
transformer. The school was able to solicit some funds from DepEd Central Office and

from a congressman. However, the school could not purchase equipment/gadgets
that is worth more than PhP 10,000 since this is prohibited under COA regulations.
Majority of SHS students are average learners. One of the difficulties shared by
the Grades 7 and 12 students is their use of the English/technical language at the
workplace (e.g., while providing FBS/hotel services). But they believe they can master
it because they love their course and aspire to acquire an in-depth OJT experience. To
help students enhance their language skills, the school conducts mock interviews,
coaching on written tests, how to memorize the script in providing customer service,
and confidence building. The interview results showed that students are not used
to verbal screening.
Another issue is absenteeism, tardiness and delayed submission of projects/

assignments especially among working students, pregnant students and those
who are focused on computer games. Hence, the teachers have to conduct home
visitations to monitor these learners.
The school has two SMAW teachers (male and female) but needs more teachers of
welding, preferably female teachers, for they deliver the finest product. The school
also needs basic materials for FBS and consumable supplies for individual SMAW
learners and to raise funds to purchase an LCD projector intended for SHS. They
plan to construct a state-of-the art SMAW building and a simulated TESDA booth for
electrical installation and maintenance (EIM) NC II with complete electrical gadgets.
The school aspires to serve as an accredited training center of TESDA by 2016 with
state-of-art facilities at par with TESDA provincial l training center.
Recommendations
Based on the testimonies of teachers and students, students should be given more
exposure to hands-on learning such as repairing electrical facilities outside the
school that pays for student services. The students in FBS also want to extend the
NC preparations. They could finish the FBS NC II course in one semester and take
Housekeeping NC II in the second semester. However, others do not plan to proceed
to housekeeping for they prefer to enroll in higher level FBS/HRM related courses.
For advanced learners, the school should offer higher level competencies on EIM
for NC III certification such as industrial electricity. However, NC III is not allowed
by TESDA. DepEd and TESDA agreed that the national certification related to SHS is
limited only to NC II since NC III is supervisory in nature.
There should also be enough facilities and equipment particularly for welding, ICT
facilities, etc. The school needs 10 new SMAW cubicles with eight sets of welding
machines and materials to attain the student ratio of 2:1 where two students can

use the facility at a time. Currently, the school has three welding machines and the
whole class is only using one equipment/machine for housekeeping and this is
being shared with junior high school students. A lot of time is wasted for waiting
which could be used to provide equal opportunities for students’ practicum.
In addition, SHS students should be screened for their competencies particularly on

basic communication skills for FBS enrollees. As for the assessment fee, this should
be subsidized by the schools for students who belong to poor families.
The teachers’ technical skills should be updated and enhanced through continuing
professional training and development. Provide incentive to the TLE coordinator
who also serves as the SHS industry coordinator. Lastly, the school should open its
eyes to new trends and possibilities for innovation without waiting for DepEd orders
from Manila.
Regarding K to 12, the school principal proposes the “bring down and bring up”
approach wherein college courses will be taught in high school but actual college
courses have to be strengthened by CHED.
For SHS modeling, the specialization of the students should begin as early as Grade
5. The school needs to provide TechVoc orientation in Grade 4 so that students can
avoid culture shock and peer influence. At the beginning of the school year, there
must be a one-month probationary/exploratory period to test if the students have
the interest and skills to purse the TechVoc course. They should be given freedom to
experience and choose the final course in preparation for high school.
On the other hand, the teachers believe that it is possible to offer SHS through OHSP
to reach out to students at risk of dropping out as a stop gap measure. But the OHSP
may be limited to academic subjects as the students will need more time for hands-
on in TechVoc subjects and special arts projects. OJT for OHSP could be possibly
done by tapping community facilities. For instance, in welding, a student may use
a neighbor’s welding machine for his project, and the teacher checks the project
output.

Palo National High School
Background
Palo National High School is a general public high school located in Palo, Leyte,
that offers tourism and information and communication technology (ICT) as
specialization or career pathways for their SHS Modeling Program. They have 102
SHS students, including 69 male students and 33 female students as of SY 2012-
2013.
Profile of SHS students

The SHS students in Palo NHS are mostly poor, overage, and are working students.
Pre-implementation
Prior to SHS Modeling, the school conducted consultations with DepEd, CHED and
HEIs including Leyte Normal University, TESDA, PTA, LGU, DOLE, and prospective
industry partners such as Helping Foundation, Leyte Technology Livelihood
Development Productivity Center (LTLDPC), Oriental Hotel, and Asian Development
Foundation. It was during these consultations that tourism and ICT were identified
as their career pathway offerings. The LGU also committed to provide vehicles to
transport the students from the school to their OJT site.
Subsequently, a MOA was signed by the school, HEIs, industry partners, and the LGU.
The MOA explained the roles and responsibilities of each of those involved related
to SHS Modeling.
Curriculum
Palo NHS developed its academic and specialization subjects in consultation
with Leyte Normal University (LNU). The SHS teachers also come from LNU. The
academic subjects include English, Filipino, math, science, social studies, personality
development, and physical education. They follow the course description of subjects
in LNU. As such, the same subjects can be credited if the SHS students decide to
pursue college in LNU.
The academic subjects are taught in the morning. In the afternoon, the students
travel either to Helping Foundation or LTLDPC for their practicum.

Tourism students are taught how to enhance their communication skills. Grade 11
students can obtain NC II in commercial cooking and bread and pastry while Grade
12 students can get NC II in food and beverage service (FBS) and bartending. They
also learn about front office work and housekeeping by doing OJTs at Oriental Hotel
(see Tables 34 to 37).
On the other hand, ICT students are taught computer hardware servicing,
programming, call center work, and software development (see Tables 38 to 41).
Table 34: Proposed Senior High School Curriculum (Revised), SY 2012-2013,

Tourism, PNHS
Subject Descriptive Title Hours Units
English 101 Communication Arts 1 3
Math 105 Mathematics of Investment 1 3
Science 148 Personal & Community Health 1 3
Humanities 103 Art Appreciation 1.5 3
HRM 102 Personality Development, Social Graces, 1.5 3
Work Ethics and Values Development
Filipino 103 Masining na Pagpapahayag 1.5 3
TechVoc Program: .Tourism Sector/ Commercial Cooking 418 24
.NC II
(Basic-18 hrs & Core – 400 hrs.)

Source: Palo National High School, 2013

Tourism, PNHS
English 121 Interactive English 1 3
Math 113 Elementary Statistics 1 3
Science 124 Household Chemistry 1 3
Soc Sci 101 General Psychology 1.5 3
Management 101 Principles of Management 1.5 3
Filipino 106 Literaturang Pambansa at Pambata 1.5 3
TechVoc Program: Tourism Sector / Bread and Pastry 141 9
. Production NC II
(Basic-18 hrs., Common-18 hrs. & Core-105 hrs.)

Tourism, PNHS
English 117 English for Specific Purpose 1 3
English 106 (Lit.) World Literature 1 3
HRM 101 Principles of Tourism 1 3
Soc Sci 126 Philippine History, Government & 1.5 3
Constitution
HRM 103 Human Resource Management in the 1.5 3
Hospital Industry
Tourism 101 Tourism Planning Development & 1.5 3
Sustainability
TechVoc Program: Tourism/Food and Beverage Services NC II 418 24
(Basic-18 hrs & Core – 400 hrs.)

Tourism, PNHS
English 111 Business Correspondence 1 3
Math 101 Accounting Appreciation for Non- 1 3
Accountants
PE 104 Health and Recreation (with First Aid and 1 3
CPR)
Soc Sci 104 Basic Economics with Taxation 1.5 3
HRM 101 Principles of Marketing 1.5 3
Tourism 104 Philippine Tourism & World Tourism 1.5 3
TechVoc Program: Tourism / Bartending NC II 141 15
(Basic-18 hrs., Common-18 hrs. & Core-105 hrs.)
On-the-Job Training for the 2 qualifications:
1. Food and beverage service 1 month
2. Bartending 1 month

ICT, PNHS
English 101 Communication Arts 1 3
Science 101 Biological Science 1 3
Soc Sci 126 Phil. History, Government & Constitution 1.5 3
Humanities 104 Appreciation Visual Arts 1.5 3
TechVoc Program: ICT / Computer Hardware Servicing NC II 356 15
(Basic-18 hrs., Common-18 hrs., Core-320 hrs.)

ICT, PNHS
English 121 Interactive English 1 3
Math 108 Trigonometry 1 3
Filipino 101 Komunikasyon sa Akademikong Filipino 1 3
Soc Sci 103 Politics & Governance with Phil. Constitution 1.5 3
& Human Rights
IT 403 Multimedia Systems 1.5 3
TechVoc Program: ICT / Programming NC IV 252 15
(Basic-18 hrs., Common-18 hrs., Core-216 hrs.)

ICT, PNHS
English 103 Writing in the Discipline 1 3
Math Business Math 1 3
Science 102 General Science with Environmental 1 3
Science
Soc Sci Geography 1.5 3
IT 204 Accounting Principles 1.5 3
TechVoc Program: ICT / Software Development – Java 240 12

ICT, PNHS
English 149 Business Correspondence 1 3
Filipino 102 Pagbasa at Pagsulat tungo sa Pananaliksik 1 3
Science 148 Personal Community Health 1 3
Soc Sci 106 Issues & Problems in Contemporary Society 1.5 3
IT 104 Networking Servicing 1.5 3
TechVoc Program: ICT / Finishing Call Center Agents 100 6
100 training hours with emphasis on communication skills
OJT for Software Development & Finishing Call Center Agents

Learning Strategies and Learning Materials

The school applies almost all types of learning strategies to SHS students from face-
to-face teaching to work-oriented teaching. They make use of online resources,
printed modules, and digitized resources in teaching the students.
Student Assessment and Certification

The school also applies all types of student assessment including traditional
assessment, performance assessment, portfolio assessment, and self-assessment.
As for SHS graduates, they are able to take NC II for tourism and ICT.
Challenges
The school is concerned with the security and safety in transporting students to LNU
and for their OJT. Another concern is that the SHS students still do not have their
own classroom so they are only using the gymnasium as their classroom.
Another challenge is how to improve the academic performance of their students

because 30 percent of their students are average while the rest are below average.
In addition, unlike the TechVoc schools, some pilot SHS model schools were not
provided with PhP 1 million support from the DepEd Central Office.

Recommendations
Based on the interviews, the following are the recommendations to help improve
SHS program implementation in Palo NHS:
1. The SHS curriculum should be reviewed based on students’ interests and

capabilities and requirements of business and industries. Experts in the field
of tourism and ICT should be involved in curriculum planning together with
the business sector and industries, TESDA, CHED and DepEd to address the
job-skills mismatch.
2. Provide SHS students with their own classroom and training facilities for
hands-on activities to minimize frequency of travel.
3. SHS teachers should have a Master’s degree to qualify them to teach the
core subjects as well as advanced courses in SHS. They should be given
scholarship opportunities by TESDA to improve their technical competencies
and their perspectives/styles in teaching SHS students.
4. Prepare elementary and junior high school students for the rigors of SHS
studies.
5. Allocate funds (e.g., PhP 1 million) for pilot SHS model schools. The available
MOOE funds can only cover for the overhead expenses of the school. The
school needs funds to construct new classroom, repair roofs and pay for
carpentry/labor services.
6. Oftentimes, the top-down approach in policy-making does not work

because the situation in Manila is far different from that in Leyte. For
instance, it is important to consult the school principals about DepEd’s “no
uniform policy.” The school has to discuss this new policy with parents who
advocate the need to have school uniform. The school principal remarked
that, “Sometimes we have to take the risk to listen and remain accountable
to all our stakeholders.”
7. Address the conflict in policy issues. Civil Service Commission (CSC) rules
that the students should stay in school for eight hours, but for SHS, students
are required to have two hours paper work/OJT outside of schools, which
violates the CSC rule. Policies which can be addressed by the legal office of
DepEd were already brought up to the Regional/Division Offices, but as of
date, no action has been taken by school authorities.
8. Provide PhilHealth/travel insurance to SHS students as they have to move

from school to workplace for their OJT and academic subjects taken in LNU.

Merida Vocational School
Background
Merida Vocational School is a public technical-vocational high school located
in Merida, Leyte, that offers automotive service, and metals and engineering as
specialization or career pathways for their SHS Modeling Program. They have 93 SHS
students as of SY 2012-2013, including 77 male students and 16 female students.
For SY 2013-14, they have 50 Grade 11 students, including 47 male students and 3
female students, and 56 Grade 12 students, including 50 male students and 6 female
students.
The development of SHS Modeling in Merida Vocational School was built upon the
project of former Leyte governor and current Department of Energy (DOE) Secretary
Jericho Petilla called, “Edukasyon Pantulay Pangkabuhayan” (Edukasyon 2Ps) or the
Income-Creating Opportunities thru Technology Projects (ICOT-P).
The SHS Modeling of the school aims to develop the skills of students in automotive
service and metals and engineering, thereby making them assets to the different
sectors established locally and internationally. It is a tripartite partnership program
of DepEd, TESDA, and CHED.
Curriculum
The TechVoc programs offered by the school were identified based on student
profiling and skills assessment and the types of services that the community needs.
Automotive Sector
The school provides automotive servicing needs of the clients outside the school
such as engine repair, engine tune-up, and repair and maintenance of motorcycles.
The students may also provide home service particularly car wash, engine tune-up,
and electrical lighting system repair and troubleshooting as may be requested by
clients. Academic subjects for SHS students include English, science, math, Filipino,
humanities, social science, computer, literature, and entrepreneurship. Teachers from
Merida Vocational School are the academic subject teachers for Grade 11 during
the first semester. Upon the recommendation of the DepEd Region 8 director, the
academic subject teachers for the second semester come from the Eastern Visayas
State University (EVSU) (see Tables 42 to 45).

Automotive, MVS
Subject Descriptive Title Hours Units Time Schedule
English 101 Speech Communication 3 3 8:30 – 9:30 MWF
Science 101 Life Science 1 (Man, Society & 3 3 7:30 – 9:00 TTH
Environment)
Mathematics 101 Plane & Solid Mensuration 1 3 3 7:30 – 8:30 MWF
Filipino 101 Masining na Pagpapahayag 3 3 9:30 – 10:30 MWF
Humanities 101 Philosophy of Human Person 3 3 9:00 – 10:30 TTH
TechVoc Program: Automotive Sector 280 7 1:00-5:00 Daily
Automotive Servicing NC I
(Basic – 18 hrs, Common – 20 hrs & Core – 242 hrs)
Source: Merida Vocational School, 2013

Automotive, MVS
English 102 Business English & Technical 3 3 8:30 – 9:30 MWF
Writing
Science 102 Life Science 2 (Environmental 3 3 7:30 – 9:00 TTH
Science)
Social Science 101 Contemporary Local Issues 3 3 9:30 – 10:30 MWF
Computer 101 Automobile Computer System 3 3 9:00 – 10:30 TTH
& Auto Diagnostic Tool’s
Advancement
TechVoc Program: Automotive Sector 280 7 1:00 – 5:00 Daily
Automotive Servicing NC II
On–the–Job Training 160
Automotive Servicing NC I & NC II: 160 hrs

Automotive, MVS
English 103 English for Specific Purposes 3 3 8:30 – 9:30 MWF
and Advanced Technical Writing
Literature 101 Philippine Literature 3 3 7:30 -9:00 TTH
Mathematics 103 Analytic Geometry 3 3 7:30 – 8:30 MWF
Filipino 102 Pagbasa at Pagsulat Tungo sa 3 3 9:30 – 10:30 MWF
Pananaliksik
Science 101 Physical Science (Physics 1) 3 3 9:00 – 10:30 TTH
Entrepreneurship Entrepreneurial Management 1 3 3 10:30 – 11:30 MWF
101
TechVoc Program: Automotive Sector
a. Automotive Servicing NC II – Phase 2 162 7 1:00 – 5:00 Daily
b. Driving NC II 118
Total Training Hrs. 280

Automotive, MVS
Literature 102 World Literature 3 3 8:30 – 9:30 MWF
Science 102 Physical Science (Physics 2) 3 3 Lecture TTH
7:30 – 8:30
Lab
8:30 -10:00
Mathematics 104 Business Math 3 3 7:30 – 8:30 MWF
Social Science 102 Contemporary Global Issues 3 3 9:30 – 10:30 MWF
Entrepreneurship Entrepreneurial Management 2 3 3 10:00 – 11:30 TTH
101 (Business Planning)
TechVoc Program: Automotive Sector 278 7 1:00 – 5:00 Daily
Motorcycle/Small Engine Servicing NC II
On – the – Job Training 160
Driving NC II Motorcycle
Small Engine Servicing NC II

Metals and Engineering
Under Metals and Engineering, the students – with teacher supervision – learn how to fabricate flower
pots, trashcan stands, and window grills in the classrooms for free. The students also weld steel trusses
of the new multi-purpose workshop/laboratory to enhance their skills and expose them to the real
world of welders. Outside the school premises, the students weld window grills, trashcan stands, and
other home fabrications as may be requested by prospective clients. (See Tables 46 to 49.)

Metals and Engineering, MVS
English 101 Speech Comm 3 3 9:30 – 10:30 MWF
Sc)
Filipino 101 Masining na Pagpapahayag 3 3 7:30 – 8:30 MWF
Humanities 101 Philosophy of Human Person 3 3 7:30 – 9:00 TTH
TechVoc Program: Metals & Engineering 280 7 1:00 – 5:00 Daily
Shielded Metal Arc Welding NC I

English 102 Business English & Technical 3 3 9:30 – 10:30 MWF
Writing
Sc)
Social Science 101 Contemporary Local Issues 3 3 7:30 – 8:30 MWF
Computer 101 Computer Aided Drawing 3 3 7:30 – 9:00 TTH
(AutoCAD)
TechVoc Program: Metals & Engineering 280 1:00 – 5:00 Daily
Shielded Metal Arc Welding NC II
Shielded Metal Arc Welding NC I & NC II

English 103 English for Specific Purposes 3 3 7:30 -8:30 MWF
and Advanced Technical
Writing
Literature 102 Philippine Literature 3 3 7:30 – 9:00 TTH
Mathematics 103 Analytic Geometry 3 3 8:30 -9:30 MWF
Filipino 102 Pagbasa at Pagsulat Tungo sa 3 7:30 – 8:30 MWF
Pananaliksik
Science 101 Physical Science (Physics 1) 3 3 9:00 -11:00 TTH
Entrepreneurship Entrepreneurial Management 1 3 3 9:30 – 10:30 MWF
101
TechVoc Program: Pipe Fitting NC II 198 7 1:00 – 5:00 Daily

Literature 102 World Literature 3 3 9:30 – 10:30 MWF
Science 102 Physical Science (Physics 2) 5 3 Lecture TTH
9:00 – 10:00
Lab
10:00 – 11:30
Mathematics 104 Business Math 3 3 8:30 – 9:30 MWF
Social Science 102 Contemporary Global Issues 3 3 7:30 – 8:30 MWF
Entrepreneurship Entrepreneurial Management 2 3 3 7:30 – 9:00 TTH
102 (Business Planning)
TechVoc Program: Metals & Engineering 198 7 1:00 – 5:00 Daily
Pipe Fitting NC II – Phase 2
Pipe Fitting NC II

Good Practices
The school’s good practices include the following:
1. The school fostered a multi-stakeholder partnership with DepEd, CHED,

TESDA, LGU, HEIs, and industries to ensure that the SHS program can be fully
implemented and sustained.
2. The school gets continued support from the stakeholders and transparency
on every transactions.
3. Modular/self-paced learning and practical work and hands-on were em-

ployed by the senior high TVE teachers.
4. The assessment tools used for senior high TVE teachers are rubrics, learning
objectives checklist and behavioral checklist.
5. The senior high TVE teachers are NC holders in their fields of specialization.
6. The school sustained the community of practice among teachers and

community of learners among students.
7. The layout of the laboratory rooms is in accordance with TESDA regulations

following the 5S practice of good housekeeping.
8. The school accepts requests for automotive and welding services from
teachers and the community.
9. The school uses the EASE modules for SHS students who need to catch up if
they miss some academic subjects due to absences.
10. Due to lack of teachers, the head teachers also teach full time at six hours
daily in the exigency of the service.
11. The school keeps track of their high school graduates through the help of
the guidance counselor.

Stakeholder Support to SHS Program
The school signed a MOA with MAC Builders and Yakal Construction to ensure on-
the-job-training for industry immersion, and with Eastern Visayas State University
(EVSU) to provide HEI instructors to hold classes and share their expertise through
training in terms of teaching strategies, methodologies and other relevant activities
necessary.
The Leyte Provincial Governor Hon. Mimieta S. Bagulaya headed the inauguration
of the two-classroom building which is presently being used by the SHS students.
The local government unit of Merida, Leyte, has granted a check amounting to PhP
567 thousand for the tools and equipment as pledged by the municipal officials
headed by the Hon. Mayor Marcos Antonio D. Solaña.
HEI instructors already received their monthly honorarium from the Provincial
School Board.
Issues and Concerns

The school’s issues and concerns include the following:
1. With its increasing enrollment, the school needs PhP 1,000 per student, but
the MOOE funds are not enough to support the SHS financial requirements.
2. Parents will provide for the transportation fare of those students who will go
home every day from their OJT.
3. Parents will shoulder the fee for house rental of students who will reside near
the workplace since agencies cannot provide boarding houses for them.
4. Students have paid the insurance to the partner insurance provider Coop-
Life Mutual Benefit Services Association (CLIMBS) of Metro Ormoc Credit
Cooperative, Inc. (OCCI).
5. As of 2013, the MOA with PASAR and Philphos are still in progress since the
MOAs were forwarded to the regional office for endorsement.
6. Upon the recommendation of the DepEd Region 8 director, academic

subject teachers for Grade 11 students during second semester come from a
HEI, specifically from Eastern Visayas State University (EVSU). However, there
is the lack of budget to transport the said teachers and there is insufficient
teacher items. In addition, there are not enough funds to provide training

for SHS teachers. As it is, the cost to transport the HEI teachers has already
exhausted the school’s MOOE.
7. The ratio of equipment for automotive repair and metals engineering to the
number of SHS students is currently at 1:4. To cope with this situation, they
provide a schedule on the utilization of the tools and equipment. But this
contributes to delays in hands-on learning and in the completion of school
projects.
Recommendations
Merida Vocational School and its business partners need to come up with an
agreement to shoulder the transportation fee and house rent of students undergoing
OJT, and the agreement must be supported by the Department of Education. Also,
DepEd should provide counterpart for students’ OJT insurance.
There is a need to sustain the linkage with industries already established through
MOAs or MOUs. In particular, a linkage or industry coordinator should be designated
to help provide students with easy access to immersion in local industries. The
coordinator should be trained possibly by TESDA or the industry partner. Sustaining
strong linkages with the industry also provides clarity in the industry’s needs in
terms of skills and labor demand.
There is also the need to keep an open communication line with the stakeholders.
The stakeholders are supportive of the SHS program so long as they are kept abreast
of the developments in the implementation of the program and the significance of
their roles in program implementation is clarified. This can be done by conducting
quarterly convergence meetings.
The school should promote the “adopt a student program” to help indigent families.
Teachers from Merida Vocational School should be allowed to teach academic

subjects for SHS students during second semester to help minimize the transportation
cost incurred for the HEI teachers. Another option is to provide additional budget or
request support from LGUs to subsidize the transportation of the HEI teachers.
Laboratory rooms for SHS students must follow TESDA rules and regulations in terms
of set-up and safety measures. In the case of Merida Vocational School, one example
is that they transferred the welding booth to the back of the welding laboratory
room to prevent fires and other related occupational hazards.
The municipal and provincial LGUs should provide budgetary support for the
provision of tools and equipment for SHS students. In this way, the SHS students can
master their skills if there is a 1:1 student-equipment ratio.

Other problems and actions taken by Merida Vocational School related to SHS
modeling include the following:
Table 50: Other Problems and Actions Taken by MVS

Problem/Concern Action Taken
1. Difficulty in setting assessment dates Meet the TESDA provincial director
with assessors seeking assistance for the date of
assessment
2. Some parents are not agreeable to Keep advocating the program through
the K to 12 program radio broadcast, posters, flyers,
assembly meetings, publication of
success stories on the K to 12 SHS
implementation
3. Delayed release of the HEI’s Follow-up the Office of the Provincial
honoraria Governor
4. Program requires sufficient funds Communication letter was sent to
(i.e., PhP 1 million subsidy) DepEd Central Office
5. Meager MOOE release Seek support from stakeholders
through solicitations and resolutions
6. Unavailable alternate for absent Reschedule the dates of immersion
industry partners in charge of
students’ immersion
7. Overlapping schedule of immersion Sit en banc with the industry in charge
and assessment of the schedule and date

ANNEX 1:
DURATION OF PRE-UNIVERSITY
PROGRAMS IN SOUTHEAST ASIA
Country Total Duration of Basic Total Duration of Pre-
Education University Program
Brunei 11/12 13/15
Cambodia 12 13
Indonesia 12 13
Lao PDR 12 14
Malaysia 11 14/15
Myanmar 11 12
Philippines 10 10
Singapore 10/11 12/14
Thailand 12 12
Timor-Leste 12 12
Vietnam 12 14/15
Source: SEAMEO INNOTECH 2011

ANNEX 2:
LIST OF KEY INFORMANTS
San Pedro Relocation Center National High School
1. Victorio N. Medrano (Principal IV)
2. Alenie B. Dualan (Industry Linkage Coordinator/Teacher)
3. Emerlita D. Goyun (Head Teacher)
4. Lorenzo Y. Baldovino, Jr. (Planning Officer Designate)
5. Mirasol F. Dasig (Drafting Coordinator/Master Teacher I)
6. Zoila K. Pentecoste (Soft Trades Coordinator/Master Teacher II)
7. Annabelle T. Madrid (Master Teacher II - Science)
8. Ruby P. Favis (Master Teacher I)
9. Kimberly P. Reoganes (Student)
10. Kim Euzielle M. Silva (Student)
11. Joren N. Sanchez (Student)
Sangley Point National High School

1. Randie L. Salonga (Head Teacher III)
2. Russel V. Bautista (Teacher I)
3. Louise Mae D. Suan (Teacher I)
4. Myra D. Suan (Teacher III)
5. Ivy Camille Pacul (Grade 11 Student)
6. John Patrick Escote (Grade 11 Student)
7. Stephanie B. Gonzales (Grade 11 Student)
Bacolod City National High School

1. Jose G. Dayot III (School Principal IV)
2. Inocentes V. Tupas, Jr. (Teacher III)
3. Nenette M. Treyes (Master Teacher I)
4. Ma. Cristina T. Doriman (Teacher III)
5. Rolando E. Martinez (Teacher I)
6. Yolly Vingno (Teacher II)
7. Ma. Victoria L. Solitano (Master Teacher I)
8. Allan M. Pomada (Teacher III)
9. Florida G. Gargalicano (Teacher II)
10. Judith L. Vargas (Teacher II Grade 12 Adviser)
11. Reycint Aresgado (Grade 12, 18 years old)
12. Daisy P. Villamor (Grade 12, 18 years old)
13. Ernel Gentapanan (Grade 12, 18 years old)

Sum-ag National High School
1. Warlito D. Rosareal (School Principal IV)
2. Clark Canlog (SST I)
3. Annabel Villaruel (Master Teacher I)
4. Leticia Fran (Head Teacher III)
5. Rosemarie P. Demabildo (Head Teacher III)
6. Teresa B. Magalona (Master Teacher I)
7. Grace Junas (SST III)
8. Nelia Bellosillo (Head Teacher III)
9. Selected SHS students
Doña Montserrat Lopez Memorial National High School

1. Wilfredo O. Hermosura, Principal IV
2. Federico B. Espinosa, MT I
3. Nanette D. Sudayan, MT I
4. Sabrina D. Janagap, MT I
5. Debbie Ann Y. Valladarez, T2
6. Gayzell Mae O. Saison, T1
7. Mary Lailani G. Javines, T1
8. Angelica A. Lapastora, Grade 11 student (FBS)
9. Alvin G. Camaria, Grade 11 student (EIM)
10. David Lester G. Apilo, Grade 11 student (Housekeeping)
11. Leila Mai A. Lisbo, Grade 11 student (SMAW)
Palo National High School

1. Michael A. Regis (School Principal IV)
2. Melba A. Palamos (SST III)
3. Marive P. Repulda (Guidance Counselor)
4. Anjanette C. Deliño (17-year old Grade 11 student specializing in Tourism)
5. Joemark O. Patan-ao (20-year old Grade 11 student specializing in Tourism)
6. Dexter B. Fumar (19-year old Grade 11 student specializing in ICT)
7. Jonna Mae C. Margallo (17-year old Grade 11 student specializing in ICT)
Merida Vocational School

1. Noel P. Del Pilar (Head Teacher I; Teacher on TechVoc Program on Metals and
Engineering)
2. Antonio Dacatimbang, Jr. (Teacher III)

REFERENCES
Department of Education. DepEd Order No. 36 s. 2012: Guidelines on the 2012
Implementation of the Senior High School (SHS) Modeling in Selected Technical
and Vocational Education and General Secondary Schools under the K to 12 Basic
Education Program Department of Education.
———. DepEd Memorandum No. 291 s. 2008, Guidelines for the Implementation of
CSC Resolution No. 080096 on Working Hours for Public School Teachers.
———. DepEd Order No. 40, s. 2015, Guidelines for Building Partnerships for the K
to 12 Basic Education Program.
———. “Senior High School Curriculum”. Presentation at the 2014 National

Conference on the Educational Paradigm Shift for Grades 11 and 12. February
2014.
———. “The DepEd Reform in Secondary Education: The Grades 11 and 12 Tracks
and Its Challenges”. Presentation at the 2014 National Conference on the
Educational Paradigm Shift for Grades 11 and 12. February 2014.
Department of Education and SEAMEO INNOTECH. K to 12 in Southeast Asia: Regional

Comparison of the Structure, Content, Organization, and Adequacy of Basic
Education. 2012
German-Philippine Chamber of Commerce and Industry. Education and Training:

Made in Germany. Makati City: German-Philippine Chamber of Commerce and
Industry, 2015. http://philippinen.ahk.de/uploads/media/Education_Brochure.
pdf
Technical Education and Skills Development Authority. http://www.tesda.gov.ph
Technical Education and Skills Development Authority. “TechVoc Policy Implications

of the K to 12 Enhanced Basic Education”. TESDA Policy Brief, no. 02 (December
2013).
———. TESDA Circular No. 31 s. 2012. Guidelines in the Implementation of Dual

Training System (DTS) Programs and Dualized Training Programs (DTP). October
18, 2012
Republic Act No. 4670, The Magna Carta For Public School Teachers.(1966).

Republic Act No. 7160, Local Government Code of 1991. (1991)
Republic Act No. 7323, Special Program for the Employment of Students (SPES).
(1992)
Republic Act No. 7836, The Philippine Teachers Professionalization Act of 1994.
Republic Act No. 8525, Adopt-a-School Act of 1998
Republic Act No. 10533, Enhanced Basic Education Act of 2013.
SEAMEO INNOTECH. “K to 12 in Southeast Asia: Benchmarking for Excellence”.

SEAMEO INNOTECH Research Update, (2011).
SEAMEO INNOTECH. K to 12 Toolkit: Resource Guide for Teacher Educators, School

Administrators and Teachers. Quezon City, Philippines: SEAMEO INNOTECH, 2012.


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SECOND EDITION

MONITORING OF THE PHILIPPINE

MONITORING OF THE PHILIPPINE

All Rights Reserved.

Objectives of the Study 7

The SHS Curriculum 11

Monitoring of the Philippine Department of Education’s

Profiles of Model Senior High Schools 52

Annex 1: Duration of Pre-University Programs in Southeast Asia 105

ii Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

iv Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

vi Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

viii Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

A review of related literature was also conducted to provide contextual background

x Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

a. Human Resources, Funds, and Facilities

xii Monitoring of the Philippine Department of Education’s

To help augment their financial requirements, the schools sought assistance

The SHS model schools implement a curriculum that they developed in

Most of the SHS model schools follow a common academic curriculum,

The curriculum includes core subjects such as English, Filipino, mathematics,

The SHS model schools covered four areas: 1) Entrepreneurship/Business;

Students specializing in entrepreneurship or TechVoc can take the National

As of SY 2012-2013, no instructional materials had been developed by the

Monitoring of the Philippine Department of Education’s

a. Intervention programs for disadvantaged learners and/or students

The SHS model schools employ various intervention programs depending

xiv Monitoring of the Philippine Department of Education’s

1) Establishing a strong and sustained partnerships with LGUs, indus-

2) Undergoing on-the-job (OJT) training programs as early as Grade 11

3) Screening of incoming SHS students through qualification tests,

4) Making the school accessible to indigent students by strictly imple-

5) Giving consideration and flexible timeframe to students who are de-

6) Using real life scenarios, skill-oriented learning and treating stu-

Monitoring of the Philippine Department of Education’s

8) Encouraging SHS teachers to earn a Master’s degree or units, have

9) Encouraging SHS teachers to conduct action research and develop

10) Hiring contractual teachers to help mitigate the lack of teachers;

xvi Monitoring of the Philippine Department of Education’s

Monitoring of the Philippine Department of Education’s

DepEd needs to intensify a stakeholder approach in SHS program implementation,

xviii Monitoring of the Philippine Department of Education’s

1.2 Institutionalize the designation or hiring of industry coordinators for SHS

1.4 Develop doable policies and strategies in support of the K to 12 program

Monitoring of the Philippine Department of Education’s

2.1 Provide sufficient budgetary support for additional classrooms, training

2.2 Ensure timely release of funds and conduct orientation-briefing on new

2.5 Examine the management of Special Education Funds (SEF) in terms of

2.6 Verify the application/allocation of proceeds of the additional one percent

3.1 Provide skills training to build the capacities of SHS teachers.

xx Monitoring of the Philippine Department of Education’s

4.1 Encourage and promote multi-stakeholder partnerships between the

4.3 Operationalize the guidelines on K to 12 partnership building activities.

5.1 Incorporate a strong career guidance component in the curriculum.

5.4 Technical-vocational skills alignment should be subject to labor market

5.5 Review/Adapt/Modify TESDA’s existing training programs:

5.6 Provide SHS students more exposure to hands-on learning activities to

5.7 Promote the use of flexible learning opportunities.

5.8 Provide students access to insurance services (i.e., PhilHealth, Coop-Life