Annex 7

GreenMont/UniCare

DEPARTMENT OF EDUCATION
REGION I
Pangasinan Division II
JOINT DELIVERY VOUCHER PROGRAM FOR SHS TVL SPECIALIZATIONS (JDVP –TVL)
FOR SCHOOL YEAR 2017-2018
SAN JACINTO NATIONAL HIGH SCHOOL
San Jacinto, Pangasinan

NARRATIVE REPORT

THE ENHANCEMENT OF 112 SENIOR HIGH SCHOOL STUDENTS

IN BREAD AND PASTRY PRODUCTION NC II

HIGHLIGHT OF THE IMPLEMENTATION

HIGHLIGHTS OF THE IMPLEMENTATION

A. STRENGTHS OF THE PROGRAM/POSITIVE EXPERIENCES/COMMENTS

The Joint Delivery Voucher Program for SH TVL Specializations was successfully implemented
recently. With the program’s aim to add Enhancement on the specializations which the Senior
High School Students have learned for the past two years, we first conducted training Need
Analysis with the TVL focal persons and the students themselves. We evaluated their learning’s
against the standard of their curriculum and figured out what is needed to be enhanced.

And from there we implemented the enhancement program. We handled different students
from different schools, so we know we will be addressing different training needs. So, what we
did was we just to give standardized maximum enhancement for every student regardless of
training need to maximize the student’s benefit from the program.

We used the 5 days training of the Bread & Pastry Production Enhancement Program to give the
students complementary learning on Bread & Pastry Core Competencies such as Prepare and
Produce Bread Products, Prepare and Produce Pastry Products, Prepare and Present Gateaux,
Tortes and Cakes, Prepare and Display Petits Four and Present Desserts.

We applied RIA Methods which is Readiness, Involvement and Application.

We got them ready by having them focus on the learning objective to be achieved each day,
then let them know the procedures of what are to be learned and we demonstrated to them,
then we let them do themselves as we observe and evaluate them later after the process. Every
day we made sure that they implemented Sanitation and Hygiene by having them clean and
maintain kitchen premises.

They work and learn ever day with their PPE’s or Personal Protective Equipments such as Apron,
Hairnet, Facemask, Hand Towels, Necessary Gloves, etc. They were divided into groups and they
have their name tags and group number pinned on their aprons for proper identification, task
assignments, evaluations and recognitions.

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Their being assigned into groups will lead them to apply workplace communication, work in
team environment, and practice career professionalism.

Day 01:
They baked the following: Cheese Peanut Tart, Peanut Butter Cookies and Banana Breads.

Day 02:
They baked the following: Peach Mango Pie, Cream Puffs, Bavarian Filling and Pineapple Carrot
Muffins.

Day 03:
They baked the following: Orange Rind Pound Cake, Chiffon Cake, Boiled Icing and Butter
Cream.

Day 04:
They baked the following: Roll Cake, Caramel Cake and Royal Icing.

Day 05:
They also baked the following: Leavened Breads such Dinner Roll, Pandesal and Spanish Bread.

Evaluations and processing were conducted afterwards.

With this, they are now determined and ready for Actual Workplace Exposure and Industry
Employment.

B. ISSUES, CHALLENGES AND RESOLUTIONS

The issues and challenges encountered are as follows:

First, is on the delivery of the curriculum because the 5 days for one specialization is not enough.
All learning outcomes may be conveyed by JDVP Partners but what about the absorbent
capacity ad comprehension of learners?

The second issue is on effective curriculum support because the TNA (Training Needs Analysis)
was not the same among the students and was not fully established between SHS/TVL and JDVP
partners, so we just standardized enhancement regardless of TNA.

Another issue is on the monitoring and evaluation. JDVP Partners have done classroom
monitoring and evaluation but SHS/TVL focal persons should have done the same. National
Assessments were not conducted immediately because of great number of beneficiaries in need
at the same time.

Last issue on submission of reports because this is a pilot project, so forms and templates and
other requirements were not instructed to us at the same time. They came one after the other,
when data required are no longer readily available, because students/learners have gone out
their way after JS Prom and the academics Final exams.

There were no issues on the following:

First, no issues on the identification of learner-beneficiaries so far because the partner SHS were
ready with their list of beneficiaries and they helped with full cooperation in identifying them.

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Second is on the selection of JDVP Partners. There were no issues on this because the students
were allowed to choose their preferred school and the SHS/TVL and others who are responsible
have done ocular inspection on the partners.

There were also no issues on the issuance, distribution and utilization of Vouchers because they
were properly done and there was check and balance with the data-based records.

C. LESSONS LEARNED/INSIGHTS

 We recommend that this JDVP be implemented during the early months of Senior High
School Curriculum Year so the application will not be hastened and the absorbent
capacity of the students will not be jeopardized.
 With this, the JDVP will not coincide with other major activities of the school, such as JS
Prom, Final Academic exams and the Graduation preparation.
 Some students would even excuse themselves from enhancement because the school is
requiring them to submit their PSA Birth Certificates and other documents.
 We are then obliged to give them make-up classes at a latter-time.
 Continuous 120 hours or more of enhancement might bring to the students information
overload at such a short time.
 For product-based specializations, DEPED may augment the JDVP partner in advance to
be able to provide the best training.

Prepared by:

____________________________
Trainer
(Signature over Printed Name)

Certified by:

Dr. Aurora D. Mamaradlo, D.Hum

School President / Owner
(Signature over Printed Name)

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GreenMont/UniCare

DEPARTMENT OF EDUCATION
REGION I
Pangasinan Division II
JOINT DELIVERY VOUCHER PROGRAM FOR SHS TVL SPECIALIZATIONS (JDVP –TVL)
FOR SCHOOL YEAR 2017-2018
SAN JACINTO NATIONAL HIGH SCHOOL
San Jacinto, Pangasinan

NARRATIVE REPORT

THE ENHANCEMENT OF 112 SENIOR HIGH SCHOOL STUDENTS

IN COOKERY NC II

HIGHLIGHT OF THE IMPLEMENTATION

D. STRENGTHS OF THE PROGRAM/POSITIVE EXPERIENCES/COMMENTS

The Joint Delivery Voucher Program for SH TVL Specializations was successfully implemented
recently. With the Program’s aim to add Enhancement on the specializations which the Senior
High School Students have learned for the past two years, we first conducted Training Need
Analysis with the TVL focal persons and the students themselves. We evaluated their learning’s
against the standard of their curriculum and figured out what is needed to be enhanced.

And from there we implemented the enhancement program. We handled different students
from different schools, so we know we will be addressing different training needs. So, what we
did was we just to give standardized maximum enhancement for every student regardless of
training need to maximize the student’s benefit from the program.

We used the 5 days training of the Cookery Enhancement Program to give the students
complementary learning’s on Cookery Core Competencies such as Prepare and Cook Hot Meals,
Prepare Cold Meals, and Prepare Sweets.

We applied RIA Methods which is Readiness, Involvement and Application.

We got them ready by having them focus on the learning objective to be achieved each day,
then let them know the procedures of what are to be learned and we demonstrated to them,
then we let them do themselves as we observed and evaluated them later after the process.
Every day we made sure that they implemented Sanitation and Hygiene by having them clean
and maintain kitchen premises.

They work and learn ever day the PPEs or Personal Protective Equipments such as Apron,
Hairnet, Facemask, Hand Towels, Necessary Gloves, etc. They were divided into groups and they
have their name tags and group number pinned on their aprons for proper identification, task
assignment, evaluation and recognitions.

Their being assigned into groups will lead them to apply workplace communication, work in
team environment, and practice career professionalism.

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Day 01:
On day 01 of their Enhancement Program, they immersed themselves on the different kinds of
slices, such as: Dice or Cubes, Brunoise, Minced, Batonnett, Julienne, Strips, Chiffonade,
Paysanne, Macedoine, Merpoix, Wedge or Oblique and Roll Cutting.

This is necessary for them to follow instructions correctly when they cook different recipes. From
their cuts and slices, they also made fruit and vegetable kebabs on skewers as Appetizers. They
also prepared leafy vegetable with baguette and non-leafy vegetable salads. They prepared
their own dressing which is vinaigrette. They also have made Hors d’oeuvres and canapés. They
made perfect sunny side up quail eggs over crispy bread and baked potato parsley.

Day 02:
They cooked two egg recipes which are deviled eggs and Egg Frittatas. They also prepared hot
dessert which is Banana Crepe and they also prepared Contemporary Club House Sandwiches
and Open Face Sandwiches.

Day 03:
They made their own Pasta and Pizza Dough. They also made their own Clear Soup and Thick
Soup. They prepared their own Mother Sauces like Bechemel in order for them to prepare
Seafoods Carbonara and Tomato Sauce to make Spicy Spaghetti.

Day 04:
They continued cooking their Mother Sauces such as Hollandaise for the sauce of their Baked
Steak. Some prepared rare and some prepared well done steaks. Another Mother Sauce they
cooked is the Spagnole for the sauce of their Spicy Seafoods (Crab). And the last is Viloutte for
the sauce of their white meat poultry or Chicken Cordon Bleu.

Day 05:
These are the activities for day 05, they prepared Fruity Peach Jelo as their Cold Desert,
Deboning of Fish, and Cooking Stir Fry Seafoods. Evaluations and processing were conducted
afterwards.

With this, they are now determined and ready for Actual Workplace exposure and industry
employment.

E. ISSUES, CHALLENGES AND RESOLUTIONS

The issues and challenges encountered are as follows:

First, is on the delivery of the curriculum because the 5 days for one specialization is not enough.
All learning outcomes may be conveyed by JDVP Partners but what about the absorbent
capacity and comprehension of learners?

The second issue is on effective curriculum support because the TNA (Training Needs Analysis)
was not the same among the students and was not fully established between SHS/TVL and JDVP
partners, so we just standardized enhancement regardless of TNA.

Another issue is on the monitoring and evaluation. JDVP Partners have done classroom
monitoring and evaluation but SHS/TVL focal persons should have done the same. National
Assessments were not conducted immediately because of great number of beneficiaries in need
at the same time.

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GreenMont/UniCare

Last is the issue on submission of reports because this is a pilot project, so forms and templates
and other requirements were not instructed to us at the same time. They came one after the
other, when data required are no longer readily available, because students/learners have gone
out their way after JS Prom and the academics Final exams.

There were no issues on the following:

First, no issues on the identification of learner-beneficiaries so far because the partner SHS were
ready with their list of beneficiaries and they helped with full cooperation in identifying them.

Another is on the selection of JDVP Partners. There were no issues on this because the students
were allowed to choose their preferred school and the SHS/TVL and others who are responsible
have done ocular inspection on the partners.

There were also no issues on the issuance, distribution and utilization of Vouchers because they
were properly done and there was check and balance with the data-based records.

F. LESSONS LEARNED/INSIGHTS

 We recommend that this JDVP be implemented during the early months of Senior High
School Curriculum Year so the application will not be hastened and the absorbent
capacity of the students will not be jeopardized.
 With this, the JDVP will not coincide with other major activities of the school, such as JS
Prom, Final Academic exams and the Graduation preparation.
 Some students would even excuse themselves from enhancement because the school is
requiring them to submit their PSA Birth Certificates and other documents.
 We are then obliged to give them make-up classes at a latter-time.
 Continuous 120 hours or more of enhancement might bring to the students information
overload at such a short time.
 For product-based specializations, DEPED may augment the JDVP partner in advance to
be able to provide the best training.

Prepared by:

____________________
Trainer
(Signature over Printed Name)

Certified by:

Dr. Aurora D. Mamaradlo, D.Hum

School President / Owner
(Signature over Printed Name)

Annex 8 B Page 6
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GreenMont/UniCare

DEPARTMENT OF EDUCATION
REGION I
Pangasinan Division II
JOINT DELIVERY VOUCHER PROGRAM FOR SHS TVL SPECIALIZATIONS (JDVP –TVL)
FOR SCHOOL YEAR 2017-2018
SAN JACINTO NATIONAL HIGH SCHOOL
San Jacinto, Pangasinan

NARRATIVE REPORT

THE ENHANCEMENT OF 112 SENIOR HIGH SCHOOL STUDENTS

IN FOOD AND BEVERAGE SERVICES NC II

HIGHLIGHT OF THE IMPLEMENTATION

A. STRENGTHS OF THE PROGRAM/POSITIVE EXPERIENCES/COMMENTS

The enhancement program is very essential to the senior high school student this will open their
mind on the industry that might benefit him/her in the future. The enhancement we did was
showing the real industry to the student, how it was done properly step by step procedures. On
day One (1) we collected all evidence that must be enhance, in this school the specialization
Food and Beverage Services NC II was offer to them in Grade 11 first (1) Semester school year
2016-2017 that is why we have a lot of learning objective that must be enhance. We ask them to
demonstrate first the entire learning objective to know what to be corrected. Then we focus on
the first learning objective Preparing Dining Room/Restaurant Area for Servicing. We divided
the student into 4 groups (10 students per group) then we demonstrate the proper procedure and
identify all the tools and equipment. Return demo from the student and we assess if they are
competent or not yet competent. We let them assess their co-student which will serve as review
to them. Day Two (2) reviewed the first learning objective and start to Demonstrate other
Learning Objective Welcome Guest and Take Food Order, Promote Food and Beverage
Products, and Provide Food and Beverage Service to Guest the same procedure is done, we ask
for return demo and we assess if they are competent or not yet competent and we let them assess
their co-student which will serve as review to them. Day Three (3) ENHANCEMENT
ASSESSMENT (Demonstration and Oral interview) we will assess the student on the Learning
Objective that we have enhanced. Day Four (4) demonstration of the last two Learning Objective
Provide Room Service and Receive and Handle Guest Concerns the same procedure is done,
we ask for return demo and we assess if they are competent or not yet competent and we let them
assess their co-student which will serve as review to them. DAY Five (5) ENHANCEMENT
ASSESSMENT (Demonstration and Oral interview) we will assess the student on all Learning
Objectives that we have enhanced. The result of the assessment will be the basis if he/she can
take the National Assessment of Food and Beverage Services NC II.

B. ISSUES, CHALLENGES AND RESOLUTIONS

In senior high school the Food and Beverage Services NC II has 160 hours of training for one
semester that means they only have 2 hours per day of learning the Food and Beverage Services
NC II while in TESDA this qualification must be learned 8 hours per day, 5 days per week or
499 hours for the whole qualification/specialization. The senior high school curriculum must
provide the necessary training hours as stated in the TESDA Training Regulation.

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The tools and equipment for the Qualification/Specialization in Senior High School is not
enough that why they are not familiar to the tools and equipment used in the Food and Beverage
Services NC II. The joint delivery voucher program for SHS TVL specializations (JDVP –TVL)
enhancement has equip the senior high school student with the industry level skills. They were
given a chance to experience the different uses and function of different tools and equipment.
The collaboration of Department of Education and TESDA has made our students ready for
Asian Integration and Globalization.

C. LESSONS LEARNED/INSIGHTS

This joint delivery voucher program for SHS TVL specializations (JDVP –TVL) Enhancement
Program has serve as check and balance between Department of Education and TESDA this will
ensure that the students are competitive in their chosen field of specialization and ready for
Asian Integration and Globalization when they graduate in the K-12 program.

Prepared by: Certified by

__________________ Dr. Aurora D. Mamaradlo, D. Hum

Trainer: Food and Beverage Services NC II School President/Owner
(Signature over Printed Name) (Signature over Printed Name)

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GreenMont/UniCare

DEPARTMENT OF EDUCATION
REGION I
Pangasinan Division II
JOINT DELIVERY VOUCHER PROGRAM FOR SHS TVL SPECIALIZATIONS (JDVP –TVL)
FOR SCHOOL YEAR 2017-2018
SAN JACINTO NATIONAL HIGH SCHOOL
San Jacinto, Pangasinan

NARRATIVE REPORT

THE ENHANCEMENT OF 112 SENIOR HIGH SCHOOL STUDENTS

IN HOUSEKEEPING NC II

HIGHLIGHT OF THE IMPLEMENTATION

A. STRENGTHS OF THE PROGRAM/POSITIVE EXPERIENCES/COMMENTS

B. ISSUES, CHALLENGES AND RESOLUTIONS

C. LESSONS LEARNED/INSIGHTS

Prepared by: Certified by

_____________________________ Dr. Aurora D. Mamaradlo, D. Hum

Trainer: Housekeeping NC II School President/Owner
(Signature over Printed Name) (Signature over Printed Name)

Annex 8 B Page 9