Final Study

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CHAPTER I
INTRODUCTION

A complete, adequate, and integrated education system relevant to the

objectives of national development must be established and maintained by

the State, according to the Philippine Constitution of 1987, one of which is to

achieve and maintain an accelerating rate of social and economic progress.

Following the provisions of our Constitution, the Philippine Educational

System has identified pertinent goals, such as providing the workforce with

the middle-level skills necessary for national development and efficiently

adapting the educational system to the nation's changing needs and

conditions. It is in this context that the educational system of the country has

adopted, implemented, and innovated its educational policies to meet the

challenges of our technology. (Philippines Constitutions 1987)

To meet our nation's demand for labor, the "Technical Educational and

Skills Development (TESDA) Act of 1994" was established. This Act requires

technical education and skill development that is efficient, effective, high-

quality, and relevant. This is in favor of the creation of middle-level, highly

qualified Filipino labor that is receptive to the interests and goals of Philippine

development. It is further mandated to establish and maintain a system for

accrediting, coordinating, monitoring, and evaluating formal and non-formal

education Technical Vocational Education and Training (TVET) graduates

(TESDA Act 1994).

The main goal of TESDA’s training program is to equip

students/trainees with the necessary skills, knowledge, and attitude to make


them employable. Skills training is also provided to workers/employees to

make them more productive in the performance of their work.

In line with the various reforms in our educational system, the

implementation of technical vocational education and training used the

Competency-Based Training Approach under the Philippine TVET

Qualification Framework (PTQF). This PTQF was established and approved

by the TESDA Board and became the basis for the conduct of skills training or

Competency-Based Training and Competency Assessment.

This Competency-Based Training (CBT) Approach was chosen as the

ultimate solution to fit the implementation of the technical vocational education

and training, assessment, and certification services based on the

requirements of the industry being the end users of the TVET graduates in the

Philippines (Ahmed & Sayed, 2021)

This approach has a positive assurance that their graduates can

acquire appropriate knowledge and positive work attitudes close to the hiring

requirements of the industry sector. The Technical Education and Skills

Development Authority (TESDA) in the province of Leyte, particularly in

Tacloban City, can attest to the efficacy of its courses or programs in terms of

its graduates, the labor market, and employers.

From this, people enroll in vocational schools at Private Technical

Vocational Institutions (PTVIs) registered under TESDA and finish programs

such as Food and Beverage Services NC II to find work and make a

livelihood.
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Former Senate President Edgardo Angara however expressed utmost

pessimism on the educational institution commitment, when he disclosed that

our educational system was not producing the necessary skills needed by our

industrializing economy. (Angara, Commendation of EDCOM). However,

former Philippine President Fidel V. Ramos, was optimistic when he said that

as our economy moves toward greater industrialization, the demand for highly

skilled workers will continue at an accelerated pace. (Ramos, Lecture DTS

1994)

Background of the Study

It can be observed throughout the Philippine countryside, that

numerous towns have steadily increased their population, have improved their

economy, and have physically changed into fast-growing metropolitan cities.

The province of Leye, specifically in Tacloban City is no exception to such a

trend for change since Leyte is the most developed province in the entire

region. This can be seen in the speedy physical transformation of the cities in

the province through structural changes like the presence of new

establishments, agricultural lots that had been converted into industrial sites,

more roads being constructed, and numerous transportation of different styles

and types coming into sights. (TESDA PSP 1997)

The Tourism Industry in Tacloban City as the highly urbanized city in

the region, likewise manifested an upward trend. It can be attributed to the

presence of world-class amenities and facilities for rest and recreation. There

are ten best hotels and a first-class inn that answer the accommodation

requirements of clients/customers. The potential economic growth area in


Tacloban City, Leyte. All these make Tacloban City an attractive venue for

local and foreign investors and transform the Provincial’s dream, as a major

tourist destination of the Philippines into a reality period. (Provincial Tourism

1997)

It is the vision of the Provincial Government of Leyte to improve the

quality of life of the people through organizational linkages in some

governmental and non-governmental agencies. This vision can only be

realized if the province has more hospitality industry manned by a competent

and skilled workforce. This is where TESDA plays a role in providing

appropriate skills training and technical development to improve the skilled

workforce that can surely produce skilled graduates in the Food and Beverage

Services NC II program which will find employment in the existing hotel

establishment in the City of Tacloban. (Leyte Provincial 1999)

Hence, it is in this context that the researcher felt the necessity to

conduct a study on the Employability of TESDA Graduates of the Private

Technical Vocational Institutions (PTVIs) located in Tacloban City, focusing on

the Food and Beverage Services (FBS) NCII. It is further aimed to determine

the strict adherence to the standard requirements, the level of their

performance, and the quality of their graduates.

Statement of the Problem

The study assesses the Private Technical Vocational Institutions

(PTVIs) and hotel establishments in Tacloban City, which served as the basis
for the employability of TESDA graduates in Food and Beverage Services NC

II.
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Specifically, the study answers the following questions:

1. What is the profile of PTVIs in Tacloban City in terms of the

following:

1.1 Training Institutions

1.1.1 classification of training institution

1.1.2 length of operation

1.2 Technical Trainers

1.2.1 educational attainment

1.2.2 related experience

1.2.3 technology certification

1.2.4 employment status

2. What is the level of adequacy of Administrative Support provided by

the Training Institutions along the Food and Beverage Services NC

II qualification in terms of the following:

2.1 facilities

2.1 workshop area

2.3 equipment

2.4 tools

2.5 supplies and materials

2.6 instructional materials

3. What is the level of performance of Private Technical Vocational

Institution (PTVIs) in Food and Beverage Services NC II in terms of

the following:
3.1 enrollees

3.2 graduation rate

3.3 assessment rate 6

3.4 certification rate

3.5 employment rate

Theoretical and Conceptual Framework

This study is anchored on the Open System Theory (Luhmanm, 1995)

which emphasizes the necessary dependence of any organization upon its

environment. It reveals that an organization imports various forms of energy

from the environment, and transforms that energy into some other forms in

the production process.

The primary purpose of the existence of PTVIs is to produce TVET-

competent quality graduates and to give them a job. In the development of

learning using the competency-based approach, the trainees are made to

perform and demonstrate manually the appropriate and adequate equipment,

tools supplies, and materials under the supervision of the technical trainers to

ensure the full acquisition of knowledge, skills, and attitude. The expected

outputs of this process are the TVET graduates who are ready to enter the

labor workforce.

Another approach is the Systems Approach by Welker (2010), which

says that a management tool allows individuals to examine the aspect of the

organization to interrelate the effects of one set of discussions to another and

to optimally use all the resources at hand to solve the problem. Dale (1984)

stressed out that:


an organization should be studied not merely as a formal
arrangement of superiors and subordinates or as a social system in
which people influence each other as a total system in which the 7
environment, the formal arrangement, the total systems, and the
technical systems are constantly interacting.

These TESDA CBT students have acquired more knowledge and

developed manual skills, powers of reason, and analysis. Also affected are

their values, attitudes and motivation, creativity, communication skills, cultural

appreciation, a sense of social responsibility, and understanding of the world.

The feedback process is evaluated because it provides the necessary

information about the performance so that the appropriate modifications can

be affected by the objectives and other inputs.

Further, Hubayan (2012) cited that the Functional Context Approach by

Tom Sticht (2008) is also considered in this study as the functional context

approach to learning. It stresses the importance of making learning relevant to

the experience of learners and their work context. By using the materials that

the learner will use after training, the transfer of learning from the workshops

to the real world will be enhanced.

These theories helped the researcher shape her perspectives as she

worked on the present study.

The study covered the profile of the Private Technical Vocational

Institutions (PTVIs) located in Tacloban City in terms of the following:

registered name of the training institutions and their location, classification,

and length of operation. It included the profile of technical trainers in terms of

their perspective training institutions, highest educational attainment, length of

related experience as a teacher/trainer, acquired technology certification/s

and trainer certification, and employment status as technical trainers. It also


includes the profile of trainees in terms of age, sex, and highest educational
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attainment.

The level of adequacy of the administrative support provided by the

training institutions offered a program of Food and Beverage Services (FBS)

NC II. It included the provision of facilities, workshops, equipment, tools,

supplies and materials, and related instructional materials. It included the level

of performance of their registered program in FBS NC II in terms of enrollees,

graduation rate, assessment rate, certification rate, and employment rate

were included in this study. The concept flow of the study is better illustrated

in the schematic diagram presented in Figure 1.

Significance of the Study

The study will be beneficial to the following:

TESDA and other Educational Agencies. It would help TESDA and

other educational planners or curriculum makers in human resource

development for curriculum redirections and revisions of technical programs

and recommend revisiting policies to improve TVET projects.

Private Technical-Vocational Institutions. This would be useful to

TVET institutions especially the private schools for them to provide facilities,

equipment, and other support to help their graduates be more competent

once employed.

Administrators. Highlights of the study would help administrators

assist the students/trainees by providing them with relevant ideas regarding

the strengths and weaknesses of the program, identifying possible problems


in the future, and taking appropriate actions to improve their program

offerings. 10

Technical Trainers. This would provide valuable information and ideas

to make them aware of the relevant adjustments in the training delivery to

conform to the current demands of society.

Trainees. Whatever curriculum redirections and improvements done in

TESDA programs would be useful to them so they could be more technically

equipped for global competitiveness.

Industries. Since they are the end-users of our skilled graduates, they

would be able to avail and employ skilled applicants in the local workforce.

Parents. This study will help them guide their children to choose a

career to take especially those needed by the hospitality industry in the

province.

Community. This would make the community productive citizens to

uplift their economic condition and alleviate poverty.

Scope and Delimitation of the Study

The study will focus on the employability of TESDA graduates of

Private Technical-Vocational Institutions (PTVIs) in Tacloban City, with a

specific focus on Food and Beverage Services NC II. This will be based on

the projected demand for these qualifications in local and foreign countries, as

the International Labor Market indicates. The study will cover the private

institutions or training providers classified as Technical Vocational Education

and Training (TVET) Institutions and the Higher Institutions (HEIs) with
registered programs/qualifications under UTPRAS. The data that will be used

to determine the level of performance of the employability of TESDA

graduates in Food and Beverage Services NC II of PTVIs that covered

CY2023 will be obtained from the T2MIS (TESDA Training Management

Information System) of TESDA. 11

The profile of the technical trainers included educational attainment,

related experience, technology certification, trainers’ certification, and

employment status for these are the minimum entry requirements of a trainer

to handle TVET programs indicated in the Training Regulation.

Further, this study included the adequacy of Administrative Support

provided by the Training Institutions in terms of facilities, workshop area,

equipment, tools, supplies, and materials, and instructional materials for these

was necessary in the conduct of CBT programs based on the minimum

training standard requirements indicated in the approved Training Regulation.

It included the performance of the Private Technical-Vocational

Institutions (PTVIs) focused on enrollees, graduate rate, assessment rate,

certificate rate, and especially employment rate, for these are essential data

indicated in the T2MIS of TESDA. Percentile distribution was utilized to

determine the performance of the Food and Beverage Services NC II program

by having at least an 80% graduation and assessment rate, with at least an

85% certificate rate and a 60% employment rate (TESDA Circular No. 056

series 2021).
Likewise, only the Food and Beverage Services NC II program

implemented during the calendar year 2023 was considered and there are

only seven (7) PTVIs offered the said program in Tacloban City.

Definition of Terms

To make the reader understand this study, the following terms are

defined operationally and conceptually: 12

Technical Education and Skills Development Authority (TESDA).

The agency has authority and is mandated to monitor and supervise the

technical programs and skills training conducted by the different sectors in the

Philippines.

Technical-Vocational Education and Training. As used in this study,

it refers to any program in post-secondary education toward skill proficiency

for a particular occupation. These are the programs implemented by the

PTVIs and that are being supervised and monitored by TESDA.

Training Institutions. This refers to the technical vocational education

and training institutions either public or private undertaking educational

operations.

Training Regulations. These are the documents for education and

training issued with a learner and redeemable for the course and the provider

of the student’s choice (TESDA Glossary, 2023). In this study, it is the basis

for complying with the standard requirements which is necessary

administrative support to be provided by the TVET institution in implementing

the competency-based training program. It is a promulgated document that


serves as quality policy for Philippine TVET program offerings and

establishment of assessment and certification requirements for Filipino

middle-level workforce to earn a qualification. It contains the definition,

competency standard, training standard, and national assessment

arrangement.

Tools. These are the appropriate tools necessary in the delivery of the

programs. Each qualification has a complete listing of tools needed for every

25 trainees based on the Training Regulation. 13

Unified TVET Program Registration and Accreditation System

(UTPRAS. The system for processing the application program registration

documents is based on the competency-based training standard requirements

in the approved Training Regulation (TESDA Circular No. 107 series 2021).

By operational definition, it refers to the system adopted by TESDA in

supervising and monitoring TVET programs in both public and private TVET

institutions.

Workshop Area. It is the technical building of a certain institution

wherein each registered qualification is required to set up a certain area

following the nine (9) components of competency-based training and following

the standard requirements of TESDA (TESDA Glossary, 2023). In this study,

it means an area provided with complete standard requirements to perform

the competencies of a certain qualification.

Administrative Support. These are the requirements provided to

educational institutions to develop technical students. These refer to facilities,

workshops, equipment, tools, supplies and materials, and instructional


materials necessary in the implementation of training delivery mode using the

CBT approach.

Age. The term refers to a period of human life, it measured by years

from birth, usually marked by a center stage with a degree of mental or

physical development and molding legal responsibility and capacity (New

Webster Dictionary, 2004). In this study, it is the entry age requirement to

TESDA programs that is not lower than 18 years. old. 14

Assessment rate. This refers to the percentage of those TVET

graduates who took the mandatory competency assessment in a certain

qualification in the same year conducted by TESDA (TESDA Circular No. 102

series 2021). Operational operation refers to the percentage of takers over the

number of TVET graduates who took the competency assessment in a certain

qualification.

Certification. A document providing official evidence or an official

document that gives proof and details of something such as personal status,

educational achievements, ownership, or authenticity (New Webster

Dictionary, 2004). This study is the acknowledgment of the achievement of

defined units of competency on Training Completion or Competency

Certification.

Certification Rate. It is the proportion, in percent, of those TVET

graduates who completed and passed the mandatory competency

assessment conducted by TESDA before the termination of the TVET

programs in the same year by qualification. The acceptable certification rate

for TVET graduates is at least 85% (TESDA Circular No. 018 series 2021)
Classification of Training Institution. This refers to the training

institutions offering technical vocational education and training (TVET)

programs One classification is Higher Educational Institutions (HEIs) which

are private institutions offering degree courses with embedded TVET

programs/qualifications duly registered by TESDA and the private training

providers offering solely TVET short-term programs (TESDA Circular No. 017-

00 series 2000). 15

Competency-Based Training. A training system/approach driven by

industry-defined competency standards, devoted to the development of the

trainees of competencies defined by the industry. The training focuses on the

trainee’s development in terms of skills, knowledge, and attitudes in every

competency of a certain qualification. The basic concept of this training is to

learn in preparation for employment to become more productive in the

workplace setting (CBT Primer, 2020). As used in the study, it refers to the

training approach that will be used by all TVET implementors.

Educational attainment. In this study, the term refers to the entry

educational requirement to enroll in TESDA programs as a high school

graduate. Likewise, it also refers to the hiring education qualification

requirements of a technical trainer in addition to his length of experience and

the corresponding technology certification and trainer’s certification.

Employment Rate. This is the proportion in percent TVET graduates

who are already engaged in the labor force. The acceptable employment rate

for TVET graduates is at least 60% (TESDA Circular No. 018 series 2021). By

operational definition, it refers to the percentage of the number of TVET


graduates reported as employed over the number of TVET trainees who

completed the training requirements in a certain qualification.

Employment Status. The nature of employment of the hired technical

trainers of the PTVIs in Tacloban City is classified as regular or permanent,

part-time or temporary.

Enrollees. These are the TVET trainees currently undergoing skills

training in a certain qualification conducted by a training provider to undertake

a course or module. 16

Equipment. These are the items needed for a particular

activity/purpose or function (Webster’s Encyclopedic Dictionary, 2011). In this

study, it refers to the appropriate major equipment for the delivery of the

programs. Each qualification has a complete listing in the minimum

requirement of equipment needed for every 25 trainees based on the

approved training regulation.

Facilities. The educational buildings serve as administrative offices and

technical workshops which cover only the administration area,

Placement/Guidance Area, Library Area, Canteen Area, Health/Clink Area,

and ICT Laboratory Area provided by a certain TVET institution.

Graduation Rate. This is the proportion in percent, of those TVET

trainees who have completed the TESDA requirements for training before the

termination of the program or graduation.

Instructional Materials. In this study, these are the materials directly

utilized for learning TESDA trainees while earning skills competencies in a

certain workshop. These learning materials were technically developed by the


respective technical trainer following the competency-based format prescribed

by TESDA.

Length of Operation. The years acquired from the time the private

institution has been registered program under UTPRAS of TESDA.

Level of Adequacy of the Administrative Support. The measure of

the level of compliance of PTVI’s offering Food and Beverage Services NC II

against the standard requirements indicated in the approved Training

Regulations. The TVET Institutions have to meet 75% of the minimum

requirements of the training standards indicated in the Training Regulations in

each qualification registered under UTPRAS (TESDA Circular No. 107 series

2021). 17

Level of Performance. In this study, this term refers to the level of

performance of the graduates/trainees in a particular skill involved or based

on the acquired competencies measured through the results of competency

assessment administered to all TVET trainees before the termination of the

program. The acceptable certification rate for TVET graduates is at least 85%

and the acceptable employment rate for TVET graduates is at least 60%

(TESDA Circular No. 107 series 2021).

Location of the Training Institution. This refers to the site where the

permanent address and educational buildings of the PTVIs are located in

Tacloban City.

TESDA Training Management Information System(T2MIS). is a

Web-based System developed/designed to facilitate the organized collection,

processing, analysis, and dissemination of Technical-Vocational Education


and Training (TVET) data. The system incorporates the use of the Unique

Learner Identifier (ULI), a 14-digit alpha-numeric code generated and

permanently assigned to learners/candidates when their profile is encoded in

the system for the first time. The ULI is used to track the progress of the

learner from training to assessment and employment (TESDA Circular #056,

Series 2021). 18

Private Technical Vocational Institutions. These are the technical

vocational education and training institutions that have vocational short-term

programs officially registered under UTPRAS of TESDA and managed by

private individuals. It is a non-government training organization managed and

funded by a private person or an organization with duly approved SEC

registration. These private individuals have an educational business identity

officially registered under the Security of Exchange Commission or SEC

(TESDA Primer, 2022) In this study, these are the institutions with registered

qualifications in Food and Beverage Services NC II and are located within

Tacloban City.

Program. It is a set of training courses designed to achieve a

vocational outcome. In this study, it is a skills training activity intended to

attain occupational outcomes (TESDA Glossary 2023).

Qualification. This term refers to a limiting application of skills or

qualifications or a cluster of units of competencies that meet job roles and are

significant in the workplace in a prescribed nominal duration (Microsoft

Encarta Dictionary, 2007). This study, it is the qualification for the


competency-based curriculum registered under the UTPRAS of TESDA. This

covers the full qualification in Food and Beverage Services NC II.

Related Experience. This is the recognized industry experience of the

trainers related to the technology that he has been handling for at least one

year. However, it is only optional for the hiring institution to consider this

instead of the teaching experience of the would-be applicant trainer. By

operational definition, it refers to the length of experience of the trainer in his

technical specialization. 19

Instructional Materials. It refers to reference materials like books,

journals, magazines, and research materials directly related to the registered

qualification. The needed instructional materials or books particularly in

teaching pertain to the basic, common, and core competencies. Basic

competencies cover applied subjects like English, Math, Science,

Occupational Health and Safety, Values, and others.

Supplies and Materials. These are the appropriate supplies and

materials necessary for the delivery of the programs. Each qualification has a

complete listing of supplies and materials that are consumable and need

continuous replacement for every 25 trainees based on the approved training

regulation.
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CHAPTER II

REVIEW OF RELATED LITERATURE

Several studies on the employment status in Food and Beverage

Services NC II of TESDA Graduates of private technical-vocational institutions

will be conducted in Tacloban City. It will give the researcher insights into the

conduct of this study. This review of related literature and studies will be

presented in the succeeding pages to augment better understanding.

Review Literature

Making TVET a viable career has become a significant reality in the

country today. TVET empowers the individual to acquire competencies


required by the industries enabling such individuals to be competitive and

highly employable. Competency-Based Training (CBT) is one of the major

reforms undertaken in the TVET sector in the country. CBT is designed to be

a rapid, flexible relevant, and job-directive training intervention. Progression of

trainees within a CBT program is not time-bounded but rather from the

person’s ability to demonstrate the necessary competence for the job (CBT

Primer 2020)

The changes brought about during the 1990s by the adoption of CBT

have impact on everyone working in the vocational education training sector.

It can be argued, however, that the greatest effects of the changes are upon

TVET trainers since they have had to change their everyday practice to

accommodate CBT. Moreover, they hold the ultimate responsibility to ensure

that CBT makes a difference in vocational education training outcomes. 21

In particular, it was found that the selection of CBT features for a

course depended upon industry area, TQF level, and type of provider. Beyond

these differences, however, the way trainers used CBT varied, even when the

“mix” of its features was the same. Trainer’s attitudes towards CBT, their

sensitivity to the needs of their students, and the resources available all

affected the way CBT was used.

Section 3 of the Training Regulations in Food and Beverage Services

NC II states the minimum requirement for the issuance of a Certificate of

Program Registration to establish and operate a technical-vocational

education or institution. By the policy of the State to provide quality education

at all levels, the authority shall prescribe and establish policies and minimum
requirements concerning the curricular program, teaching staff qualification,

physical site and facilities, and administrative or management viability which

shall be complied with by all public and private TVET institutions (TESDA

Quality Management System (QMS) Manual 2021).

The TESDA reforms of the Philippines lead to the adoption of the CBT

approach as the training modality in all technical vocational education and

training institutions. The training system will operate within the competency-

based framework related to either cluster or full competency of a certain

occupation defined by the industry. As a policy, nobody can be declared a

TVET graduate unless taking the mandatory competency assessment

conducted solely by a TESDA practitioner/expert (TESDA Circular No. 107

Series 2021) 22

However, recent visits review of TESDA Training Institutions operations

revealed that the use of the CBT has not been fully embraced, practiced, and

implemented. The training delivery is still the old traditional way where group

teaching is still practiced. Given such findings, there is a need to reiterate and

redefine the procedures and accountabilities subject/area to ensure that such

policy directives are fully adopted and complied with by all concerned. It

includes the qualification of the Technical Trainers, the availability of the

Session Plan and CBLM, and the student/trainee Record Book in the

adequate CBT training facility (TESDA Circular No. 018 Series 2021)

Moreover, Competency-Based Training is focused on assisting

learners to develop and demonstrate competent performance in workplace

activities as required in the industry. The basic concept of this training is to


learn in preparation for employment or to become more productive in the

workplace. It is for this reason, training design and implementation of TVET

programs require strict adherence to the competency standards (CBC

Development Manual, 2021)

There are gaps in the education and labor sector brought about by

poor information and the continuing disconnection between educational

institutions and employment or industry trends, which have brought about the

mismatch in jobs and skills; the national agenda for inclusive growth, creation

of employment opportunities. Poverty reduction can only be achieved through

collaboration and unity of purpose of the education and training sectors with

industry (TESDA 2021). 23

The President of the Private Vocational School Association of New

York was convinced that private vocational schools cannot survive unless

they continue to revamp their programs. Some of the older schools have

managed to survive only by successfully introducing new occupational

courses (The Times Index, 2010)

It further confirms that the school environment is a factor that

contributes much to the success of teaching. No matter how competent the

teacher is, if he has a poor classroom or workshop condition and an ill-

equipped shop, his teaching will be severely affected (Schulze-Hagenest et

al.)

It further validates that administrative support is a process of

performing actions of administrators which tend to produce satisfactory results


dependent upon the direction control and management of the school

organization by respective executive authorities (Hresko)

To have a clearer view, technical and vocational education is used as a

comprehensive term referring to the educational process involved in general

education, the study of technologies and related sciences, and the acquisition

of practical skills, attitudes, understanding, and knowledge relating to

occupation in various sectors of economic and social life.

TVET refers to a range of learning experiences that are relevant to the

world of work. The learning experience may occur in a variety of learning

contexts, including educational institutions and workplaces. There are vast

differences between the different systems of TVET and their social contexts.

In addition, the increasing demands of globalization, and the social and

economic changes have significant implications for TVET (Mesuwini and

Mokoena)
24

On the contrary, the attractiveness and efficiency of TVET are

especially based on their ability to match the skills, knowledge, and

competencies delivered by the TVET system with the requirements of the

labor market and the world of work. To this end, occupational standard-based

approaches to qualification systems have been introduced. Occupational

standards describe the profile of duties and tasks and the related knowledge

and skills that are necessary to perform an occupation in the labor market in a

competent manner (Marope, Chakroun, & Holmes, 2015)


Furthermore, private sector provisions of TVET represent a growing

component of the overall training system in most countries where information

was collected. In some of the countries, the majority of TVET students are

already enrolled in the private institutions (Okolie & Yasin, 2017b)

Whereas, Private Educational Institutions are not operated by a public

authority, but rather are controlled and managed by a private body or have a

governing board whose members are not selected by a public agency or

elected by public vote. It may further operate by a non-government

organization (NGO) or association, a religious body, a special interested

group, a foundation or a business enterprise, or either a profit or non-profit

basis (UNESCO, 2023)

In addition, private schools are academic institutions not directly

administered by the state and local government. In that case, the institutions

have the anatomy to select the studies carefully and change their studies with

full tuition fees rather than rely on government funds for subsidy. They are

being privately institutionalized; however, this does not exempt them from

abiding by the policies, standards, and regulations set by the Department of

Education, TESDA, and CHED for universities and colleges (DepEd website,

July 2023). 25

With the advent of modern technology and competition, there is a need

for a technical training institution to nurture a culture that is concerned with the

interactions of various parts such as structure, technology, and people. Its

objectives include the highest quality of work life, productivity, and

effectiveness. The organization culture must focus on developing positive


beliefs, attitudes, values, strategies, and practices so that technical schools

can better adapt to competitive technological advances and respond

effectively to change the environment which would redound to client’s

satisfaction (TESDA Circular No. 008 Series 2023)

To realize these objectives, a competency-based curriculum was

implemented by TESDA which is a framework or guide for the subsequent

detailed development of competencies, associated methodologies, training,

and assessment resources. It specifies the outcomes that are consistent with

the requirements of the workplace as agreed through the industry or

community consultations (TESDA Circular No. 018 Series 2021).

This related literature dealt with the importance of the delivery of

competency-based training in the career outcomes of graduates.

(Goffman) emphasized that, if an institution of learning is to serve the

best interest of mankind, training in all aspects of personality should be its

primary and essential function. Such training includes decision-making,

handling all sorts of problems, and making adjustments to varied situations.

The task is to strengthen the powers of all individuals by promoting all the

factors that lead to a worthy character and preventing promiscuous reactions

to problems that may be fixed in character.


26
Related Studies

In the study of Gabuya, (2011). It was revealed that the workshops or

training facilities and the trainee's preparation for working life or industry are

the greatest strengths of the TVET programs. However, the graduates,


trainers, and employers considered the trainees to be not being equipped with

the right skills; likewise, the faculty needs upgrading and improvement. She

recommended that the school administrator see to it that the different types of

work, sectors, skills, and qualifications are well presented by the TVET

graduates. Employers' perspective on the administration and training

compatibility with industry needs must be improved from very relevant to very

much relevant. The administration and employers must see to it that

graduates are very much satisfied with their respective careers. Lastly, the

school must survey priority skills needed by the industry to immediately

address the job skills mismatch.

Moreover, (Rieckmann, 2017) identified the characteristics of

competency-based programs. According to them, competencies in CBT are

carefully selected, essential knowledge is learned to support the performance

of skills detailed training materials are keyed to the competencies to be

achieved and are designed to support the acquisition of knowledge and skills,

methods of instruction involve mastery learning, the premise that TVET

trainees can earn appropriate knowledge and skills to become competent

graduates ready for employment. 27

Likewise, workshops/training facility was perceived by both the

graduates and trainees which prepare trainees for working life/industry/self-

employment. It was perceived by employers as the greatest strength of the

CBT delivery (De Paz 2011).

Similarly, to improve trainer teaching competencies, the school

administrator should encourage their trainers to continue their post-graduate


training and studies and make the teacher avail in-service training related to

instruction. The teaching load of the teachers should be rationalized for the

trainer to have time to read, prepare, and study for the next lesson to have

better results in the realization of the objective

De Paz (2011) study revealed that trainers must undergo skills

upgrading and industry immersion to get acquainted with the latest technology

and to adopt various strategies that are useful in the delivery of competency-

based training. And as educators, it is our job to provide the learners with the

knowledge and skills necessary through the enhanced competency-based

training (CBT) delivery, for them to achieve and master competence in the

performance of their jobs and become productive citizens.

(Marope et al., 2015c) interviewed managers, workers, and other

stakeholders, including unions. Findings show that CBT has brought many

benefits to companies and workers including, the ability of people with lower

educational achievement to attain a qualification because of the emphasis on

doing rather than academic work. Also, enterprises were found to have

competency standards with training packages useful for other non-training

purposes such as performance management and job descriptions. 28

Current research findings indicated that Competency-Based Training

(CBT) is the leading paradigm for innovating Technical Vocational Education

and Training (TVET). Its prime emphasis on flexible, multi-skilled, and world-

class workforce development has reduced the widening gap between

education and industry. In the study of the competency-based training. It


showed that the majority of the stakeholders were very much satisfied with the

performance of PTVI graduates (De Paz, 2011).

Cited by Hubayan (2012) the trainers must sustain the effective

implementation of competency-based training through intensive training and

skills development under core components by competency-based learning

materials. They should submit themselves for a skill upgrading program as

instruction.

Further, she mentioned regarding the factors facilitative to employment,

that On-the-Job Training (OJT) and Supervised Industry Training (SIT) were

found to be very facilitative factors in the employment of CBT graduates. The

CBT in CORE competencies as perceived by the graduates very relevant

while employers rated them as relevant. Only core competencies under the

CBT have a significant result. The employment profile of the graduates was

alarming because not all CBT graduates get wage employment, not all

assessed graduates are certified, and many graduates of CBT are

constrained to work on a contractual status only.

The conceptual literature and related studies reviewed served as the

background of the present researcher. They elucidated the variables involved.

They also served as the basis for conforming and refuting the findings of the

present research work with that of the collected literature.

29

CHAPTER III

METHODOLOGY
This chapter presents the research design, the research respondents,

the research locale, the research instruments, the validation of research

instruments, the data-gathering procedure, and the statistical treatment that

will be used in the study.

Research Design

This study will employ the descriptive evaluative method of research to

assess Private Technical Vocational Institutions offering programs in Food

and Beverage Services NC II located in Tacloban City.

Descriptive evaluative research will utilize survey techniques in

gathering data and information related to the following points of inquiry such

as the profile of the existing private TVET institutions, the profiles of their

technical trainer/s, the profile of their trainees, the status of adequacy in the

provision of administrative supports on the implementation of the competency-

based training, the level of performance in terms of the number of TVET

enrollees, graduates, assessed graduates, certified graduates, and employed

graduates. 30

A self-structured questionnaire will be used to generate the necessary

information as the basis to identify the relevant activities that can be used to

improve the TVET programs implemented by the Private Technical-Vocational

Institutions in Tacloban City. The frequency, percentage, and Spearman’s

Rho Correlation Coefficient will be used in the analysis of data as there will

only be a small sample to be undertaken.


Research Respondents

There will be twenty-eight (28) respondents in the study with the

following breakdown: seven (7) School administrators representing the (7)

Private TVET Institutions (PTVIs), and twenty-one (21) technical trainers in

Food and Beverage Services NC II.

Research Locale

The study will be conducted within Tacloban City offering the program

in Food and Beverage Services NC II. There will be seven (7) PTVIs located

in Tacloban City, including Asian Development Foundation College, Arc

Angelus Civitas School Inc., JE Mondejar Computer College, Inc., Perpetual

Help Technical Training Institute, Inc., St. Therese Educational Foundation of

Tacloban, Inc., Tacloban Central Institute of Technical Studies, Inc., UNIC

Technological College Corporation. The map of Tacloban City will be

presented in Figure II.

Research Instrument

The researcher will utilize a self-structured questionnaire to gather data

from the TVET School Administrators, and the technical trainers and TESDA

will gather data from their Online T2MIS in the future. 32

Questionnaire for Administrators. The questionnaire will have two

(2) parts. Part I will be about the profile of Private Technical Vocational

Institutions (PTVIs). Including their location, classification, and length of

operation. Part II will elicit the level of adequacy of the administrative supports
provided such as facilities, workshops, equipment, tools, supplies and

materials, and related instructional materials in Food and Beverage Services

NC II.

Questionnaire for Technical Trainers. The questionnaire will be

divided into two (2) parts. Part I will elicit data on the profile of the technical

trainers including their highest educational attainment, length of related

experience as a trainer, and their acquired level of technology certification,

trainer’s certification, and employment status. Part II will seek the level of

adequacy of the Administrative Support provided, such as facilities, workshop,

equipment, tools, consumable supplies and materials, and related

instructional materials they are teaching.

Validation of the Research Instrument

The researcher will conduct a dry-run at JE Mondejar Computer

College, Inc., Tacloban City for this is the only Private TVET institution that

holds classes simultaneously. Forty-one respondents will be involved in the

dry run. It will be further chosen because it has commonalities with the

respondents of the present study.

The purpose of the dry-run will be to improve the survey questionnaire

by revising and deleting ambiguous statements.

33

Data Gathering Procedure


In gathering the data, the researcher will ask permission from the

TESDA Leyte Provincial Office through their Provincial Director to conduct the

study in selected PTVIs located in Tacloban City. After receiving formal

approval, the researcher will send a formal communication to the concerned

administrators of the Private TVET Institution in Tacloban City to conduct the

survey questionnaires. The researcher will contact the prospective institutions

through phone calls to secure the approval of the school officials, and to

determine the specific schedule of classes of the target respondents for

distributing the questionnaires.

In the future, the researcher will personally administer and distribute

the questionnaires to the identified respondents. She will explain clearly the

procedure on how to answer each item in the questionnaire and wait until the

respondents are finished. There will be a hundred percent retrieval of the

questionnaires. The retrieved accomplished questionnaires will be sorted, and

the data will be tallied and scored. However, the data for the number of

enrollees and the percentage of graduation rate, assessment rate, certificate

rate, and employment rate will be taken from the T2MIS (TESDA Training

Management Information System) of TESDA. Finally, the collected data will

be coded, tabulated, computed, analyzed, and interpreted.

Method of Scoring and Interpretation 34

The data will be gathered, measured, and analyzed using the following

scoring procedures. To determine the profile of PTVIs/Training Providers, the

profile of technical trainers, and the profile of TVET trainees, the following will

be adapted and interpreted.


Profile of Training Providers

Classification of Training Institution. The classification of the PTVIs

will be dichotomized into Technical Vocational Education and Training (TVET)

Institutions and Higher Educational Institutions (HEIs) and the percentage

distributed will be adapted.

Length of Operation. The length of operation of the PTVIs will be

categorized as follows:

Number of Years Qualitative Description

11 years and above High Established

6 – 10 years Established

5 years and below Slightly Established

Profile of Technical Trainers

Educational Attainment. The educational attainment of the technical

trainers will be interpreted as Doctoral Graduate, Master’s Graduate with

Doctoral Units, Master’s Degree Holder, College Graduate with Master’s

Units, and College Graduate.

Related Experience. These are the number of years of related

experience earned by the technical trainers in education and the industry and

will be categorized as follows:

Number of Years Qualitative Description 35

11 years and above High Established

6 – 10 years Established
5 years and below Slightly Established

Technology Certification. The technology certification of the technical

trainer on their expertise or specialized qualification will be determined based

on the level of the National Certificate (NC) IV, NC III, NC II, and NC I of the

approved Philippines Technical Qualification Frameworks (PTQF) by the

TESDA Board. The competency assessment and certification as competent in

Food and Beverage Services NC II issued by TESDA will continue to be

considered.

Trainer’s Certification. The Trainer’s Certification of the technical

trainer will be interpreted as follows: holding National TVET Trainer

Certificates (NTTC) or Assessor Qualification and Trainer Qualification

Certification (AQTQ), Training Methodology 1 Certificate or Certificate of

Enhanced Training Methodology Course on the same level of the

corresponding technology certification issued by TESDA will continue to be

considered.

Employment Status. The nature of employment of the hired technical

trainers in the PTVIs will be confirmed and categorized into three categories

regular/permanent, part-timer, and temporary.

Level of Adequacy of the Administrative Supports. The implementation of

CBT based on the minimum standard requirements indicated in the approved

Training Regulation in its qualification will require the use of mean ranges with

corresponding descriptions. 36

Mean Range Qualitative Description

4.51 - 5.00 Very Adequate


3.51 - 4.50 Adequate

2.51 - 3.50 Moderately Adequate

1.51 - 2.51 Less Adequate

1.00 - 1.50 In-adequate

Level of Performance of the PTVIs. The registered Food and Beverage

Services NC II program/qualification will be measured based on the number of

enrollees and the percentage of graduation rate, assessment rate, certification

rate, and employment rate. However, these measurements will be generated

from the established T2MIS (TESDA Training Management Information

System) of TESDA.

Enrollees

Performance Level Qualitative Description

Above 100 High Enrollees

50 – 100 Average Enrollees

50 and below Low Enrollees

Graduation Rate

Performance Level Qualitative Description

At least 80% Good

Below 80% Needs Improvement

Assessment Rate 37

Performance Level Qualitative Description

At least 80% Good


Below 80% Needs Improvement

Certification Rate

Performance Level Qualitative Description

At least 85% Good

Below 85% Needs Improvement

Employment Rate

Performance Level Qualitative Description

At least 60% Good

Below 60% Needs Improvement

Statistical Treatment of Data

The data gathered from the questionnaire will be analyzed according to

their corresponding quantitative equivalents. The responses will also be

categorized based on the nature of the specified questions asked. The profile

of the respondents will be analyzed using frequency tally and percentages.

The mean for the responses of the respondents about the adequacy of

the administrative support will be analyzed using arithmetic mean.

Spearman’s Rho Correlation Coefficient will be used to determine if

there is a significant relation between the adequacy of administrative support

and the level of performance of PTVIs to certified graduates and employed

graduates.
38

All computations and analyses will be checked using PHSTAT software

and tested at the 5% level of significance.


39
BIBLIOGRAPHY
A. BOOKS

Marope, P., Chakroun, B., & Holmes, K. (2015). Unleashing The Potential:
Transforming Technical & Vocational Education & Training.
UNESCO Publishing.

Okolie, U. C., & Yasin, A. M. (2017b). Technical Education & Vocational


Training in Developing Nations. IGI Global.

Goffman, Erving. The Presentation of Self in Everyday Life. Anchor, 2021,

Rieckmann, Marco. Education for Sustainable Development Goals.


UNESCO Publishing, 2017,

Marope, P., Chakroun, B., & Holmes, K. (2015c). Unleashing the Potential:
Transforming Technical and Vocational Education and Training.
UNESCO Publishing.

Webster’s Encyclopedic Dictionary

The Times Index. (2010).

B. UNPUBLISHED MATERIALS

Gabuya, Pilar A. (2011). Career Outcome vis-à-vis Technical Vocational


Education & Training of the Graduates in Calubian National
Vocational School, Calubian, Leye, Dissertation, NSU, Biliran

Paz, Araceli C. de (2011). “Delivery of the Competency-Based Training in


Calubian National Vocational School” (unpublished) Dissertation,
NSU, Biliran
40

Hubayan, Wenefrida Q. (2012) Relevance of Competency-Based Training


and Employment of Graduates of TESDA Training Institutions in
Region VIII. EVSU, Tacloban City

C. PERIODICALS

Leyte Provincial Office 1999 Vision, Mission

D. OTHER SOURCES

1987 Philippines Constitutions

Republic Act of 7796 or TESDA Act of 1994

Ahmed, A., & Sayed, K. (2021, April 5). An extensive model for
implementing competency‐based training in technical and
vocational education and training teacher training system for
Assiut‐Integrated Technical Education Cluster, Egypt. The Journal
of Competency-Based Education, 6(2).
https://doi.org/10.1002/cbe2.1245

A Pamphlet reprinted by the Provincial Tourism Office, 1997

TESDA Circular #056 s. 2021. Guidelines on TESDA Training Management


Information System (T2MIS).
TESDA Circular #017-00, series 2000. Unified TVET Program Registration
and Accreditation System (UTPRAS) Omnibus Amendatory Guidelines.

2023 TESDA Glossary

TESDA Primer, 2022


41

APPENDIX A

Republic of the Philippines


Asian Development Foundation College
GRADUATE SCHOOL
Tacloban City

January 31, 2024

MICAH CUMPIO-DANDAY
School Administrator
JE Mondejar Computer College Inc.
Tacloban City

Dear Ms. Danday:

I am currently working on my dissertation paper entitled


“EMPLOYABILITY OF TESDA GRADUATES IN FOOD AND BEVERAGE
SERVICES NC II” at Asian Development Foundation College, Tacloban City.

In this connection, may I have the honor to request permission from


your good institution to conduct a dry-run of the survey questionnaire during
this second semester, SY 2022-2023.

The respondents of this survey will include School Administrators or


School Representative and Technical Trainers in Food and Beverage
Services NC II.

Rest assured that all data gathered from you will be kept at the highest
level of confidentiality.

Your positive response to this request will be a valuable contribution to


the success of the study and highly appreciated.

We hope for your kind consideration, support, and cooperation.

Thank you very much for your unselfish cooperation.

Sincerely yours,

REMILYN S. LIM
Researcher
42
APPENDIX B

Republic of the Philippines


Asian Development Foundation College
GRADUATE SCHOOL
Tacloban City

February 9, 2024

ENGR. WILSON L. CHAN


School President
UNIC Technological College Corporation
Tacloban City

Dear Engr. Chan:

I am currently in the process of working on my dissertation paper


entitled “EMPLOYABILITY OF TESDA GRADUATES IN FOOD AND
BEVERAGE SERVICES NC II” at Asian Development Foundation College,
Tacloban City.

In this connection, may I have the honor to request permission from


your good institution to conduct my survey questionnaire during this second
semester, SY 2022-2023.

The respondents of this survey will include School Administrators or


School Representative and Technical Trainers in Food and Beverage
Services NC II.

Rest assured that all data gathered from you will be kept at the highest
level of confidentiality.

Your positive response to this request will be a valuable contribution to


the success of the study and highly appreciated.

We hope for your kind consideration, support, and cooperation.

Thank you very much for your unselfish cooperation.

Sincerely yours,

REMILYN S. LIM
Researcher
43

APPENDIX C

QUESTIONNAIRE FOR SCHOOL ADMINISTRATOR

Directions: Please respond by supplying appropriate answers in the blank


items.

Part I. Profile of Private Technical Vocational Institution

1. Name (optional): ________________________________________

2. Name of Training Institution: _______________________________

3. Location of Training Institution: _____________________________

4. Classification of Training Institution: TVET HEIs

5. Length of Operation: ________ years and/or ___________ months

Part II. Level of adequacy of the Administrative Support

Directions: In your opinion, what is the level of adequacy of the


administrative
supports provided by your Training Institution with your
registered program/qualification in Food and Beverage Services
NC II listed below using the following legend:

5 – Very Much Adequate 2 – Less Adequate

4 – Very Adequate 1 – Inadequate

3 – Adequate
44
Food and Beverage Services (FBS NC II

Items 5 4 3 2 1
A. Facilities
1. Administration Area
2. Guidance / Placement Area
3. Library Area
4. Canteen Area
5. Health Clinic Area
6. ICT Laboratory Area
and Other, please specify

B. Workshop
1. Practical Area
2. Assessment Area
3. Trainer’s Resource Area
4. Learning Resource Area
5. Contextual Resource Area
6. Quality Controlled Area
7. Support Area
8. Computer Area
and Others, please specify

C. Equipment
1. Dining chair
2. Tray Stand
3. Waiter station cabinet
and others, please specify

D. Tools
1. Dinner plates, 10”
2. Show/base plates, 12”
3. Fish plates, 8”
4. Dessert plates, 7”
5. Cereal plates, 5”
6. Side plates or bread plates, 6”
7. Bouillon cups and saucers, 8-12 oz
8. Teacups and saucers, 6 2/3 oz
9. Demi-tasse, 3 1/3 oz
45
10. Coffee pots, 2 pints
11. Teapots, 2 pints
12. Dinner knives
13. Dinner forks
14. Salad knives
15. Salad forks
16. Fish knives
17. Fish forks
18. Soup spoons
19. Dessert spoons
20. Dessert forks
21. Teaspoons
22. Demi-tasse spoons
23. Long spoons
24. Cocktail forks
25. Service forks
26. Service spoons
27. Sauce ladles
28. Soup ladles
29. Cake servers
30. Red wine glasses
31. White wine glasses
32. Water goblets
33. Square tables good for 4 persons
34. Linen: 54”x 54”
35. Linen: 90”x 90”
36. Linen: 64”x 64”
37. Linen: 72”x 72”
38. Side towels
39. Salt shakers
40. Pepper shakers
41. Pepper mills
42. Rectangular trays
43. Oval trays
44. Toothpick holder
45. Sugar container
46. Creamer container
47. Oil and vinegar containers and holders
48. Sauce boats
49. Menu cards
46
50. Order pads
51. Pens
52. Flower bases
53. Reservation books
54. Water pitchers
55. Plate covers
56. Plate covers
57. Bill folder/change trays
58. Ice bucket with tongs

E. Supplies and Materials


1. 50cm x 50 cm Table napkin

F. Related Instructional Materials


1. Textbooks
2. CD/DVD instructional materials
3. Journals/Magazines
4. Training Regulation
5. Competency-based learning materials
6. Competency-based curriculum
and others, please specify

Part III. Level of Performance of the Private Technical Vocational Institutions

Direction: Please indicate in the space provided the level of performance


of Food and Beverage Services NC II registered program of
your institution in terms of the following area for calendar year
2023.

Number of Training Output


Enrollees Graduates Assessed Certified Employed

Thank you for your support and cooperation.


47
APPENDIX D

QUESTIONNAIRE FOR TECHNICAL TRAINERS

Direction: Please respond by supplying appropriate answers on the blank


items.

Part I. Profile of Technical Trainers

1. Name (optional): ______________________________________________

2. Name of Training Institution: _____________________________________

3. Educational Attainment: (After College) ____________________________

(College) ________________________________

(Vocational) ______________________________

4. Length of related Experience: Year___________ & Months ____________

5. What is your technology certification, trainers’ certification and its level of

competency you are presently handling?

Technology Certification Trainer’s Certification


Remarks
NC NC NC NC NC NC NC NC
IV III II I IV III II I

6. Employment status of Technical Trainer

Regular / Permanent

Temporary / Contractual

Part-time
48

Part II. Level of adequacy of the Administrative Support

Directions: In your opinion, what is the level of adequacy of the


administrative
supports provided by your Training Institution with your
registered program/qualification in Food and Beverage Services
NC II listed below using the following legend:

5 – Very Much Adequate 2 – Less Adequate

4 – Very Adequate 1 – Inadequate

3 – Adequate

Food and Beverage Services NC II

Items 5 4 3 2 1
A. Facilities
7. Administration Area
8. Guidance / Placement Area
9. Library Area
10. Canteen Area
11. Health Clinic Area
12. ICT Laboratory Area
and Other, please specify

B. Workshop
9. Practical Area
10. Assessment Area
11. Trainer’s Resource Area
12. Learning Resource Area
13. Contextual Resource Area
14. Quality Controlled Area
15. Support Area
16. Computer Area
and Others, please specify

C. Equipment
49
4. Dining chair
5. Tray Stand
6. Waiter station cabinet
and others, please specify

D. Tools
59. Dinner plates, 10”
60. Show/base plates, 12”
61. Fish plates, 8”
62. Dessert plates, 7”
63. Cereal plates, 5”
64. Side plates or bread plates, 6”
65. Bouillon cups and saucers, 8-12 oz
66. Teacups and saucers, 6 2/3 oz
67. Demi-tasse, 3 1/3 oz
68. Coffee pots, 2 pints
69. Teapots, 2 pints
70. Dinner knives
71. Dinner forks
72. Salad knives
73. Salad forks
74. Fish knives
75. Fish forks
76. Soup spoons
77. Dessert spoons
78. Dessert forks
79. Teaspoons
80. Demi-tasse spoons
81. Long spoons
82. Cocktail forks
83. Service forks
84. Service spoons
85. Sauce ladles
86. Soup ladles
87. Cake servers
88. Red wine glasses
89. White wine glasses
90. Water goblets
91. Square tables good for 4 persons
92. Linen: 54”x 54”
50
93. Linen: 90”x 90”
94. Linen: 64”x 64”
95. Linen: 72”x 72”
96. Side towels
97. Salt shakers
98. Pepper shakers
99. Pepper mills
100. Rectangular trays
101. Oval trays
102. Toothpick holder
103. Sugar container
104. Creamer container
105. Oil and vinegar containers and holders
106. Sauce boats
107. Menu cards
108. Order pads
109. Pens
110. Flower bases
111. Reservation books
112. Water pitchers
113. Plate covers
114. Plate covers
115. Bill folder/change trays
116. Ice bucket with tongs

E. Supplies and Materials


2. 50cm x 50 cm Table napkin

F. Related Instructional Materials


7. Textbooks
8. CD/DVD instructional materials
9. Journals/Magazines
10. Training Regulation
11. Competency-based learning materials
12. Competency-based curriculum
and others, please specify
51
APPENDIX E

LIST OF PRIVATE TECHNICAL – VOCATIONAL INSTITUTIONS

1, Arc Angelus Civitas School Inc., Tacloban City

2. Asian Development Foundation College, Inc., Tacloban City

3. JE Mondejar Computer College, Inc., Tacloban City

4. Perpetual Help Technical Training Institute, Inc., Tacloban City

5. St. Therese Educational Foundation of Tacloban, Inc., Tacloban City

6. Tacloban Central Institute of Technical Studies, Inc., Tacloban City

7. UNIC Technological College Corporation, Tacloban City

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