Final Study
Final Study
Final Study
CHAPTER I
INTRODUCTION
System has identified pertinent goals, such as providing the workforce with
conditions. It is in this context that the educational system of the country has
To meet our nation's demand for labor, the "Technical Educational and
Skills Development (TESDA) Act of 1994" was established. This Act requires
qualified Filipino labor that is receptive to the interests and goals of Philippine
by the TESDA Board and became the basis for the conduct of skills training or
requirements of the industry being the end users of the TVET graduates in the
acquire appropriate knowledge and positive work attitudes close to the hiring
Tacloban City, can attest to the efficacy of its courses or programs in terms of
livelihood.
3
our educational system was not producing the necessary skills needed by our
former Philippine President Fidel V. Ramos, was optimistic when he said that
as our economy moves toward greater industrialization, the demand for highly
1994)
numerous towns have steadily increased their population, have improved their
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
establishments, agricultural lots that had been converted into industrial sites,
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
local and foreign investors and transform the Provincial’s dream, as a major
1997)
workforce that can surely produce skilled graduates in the Food and Beverage
the Food and Beverage Services (FBS) NCII. It is further aimed to determine
(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.
5
Specifically, the study answers the following questions:
following:
2.1 facilities
2.3 equipment
2.4 tools
the following:
3.1 enrollees
from the environment, and transforms that energy into some other forms in
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.
says that a management tool allows individuals to examine the aspect of the
to optimally use all the resources at hand to solve the problem. Dale (1984)
developed manual skills, powers of reason, and analysis. Also affected are
Tom Sticht (2008) is also considered in this study as the functional context
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
supplies and materials, and related instructional materials. It included the level
were included in this study. The concept flow of the study is better illustrated
TVET institutions especially the private schools for them to provide facilities,
once employed.
offerings. 10
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
province.
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
and Training (TVET) Institutions and the Higher Institutions (HEIs) with
registered programs/qualifications under UTPRAS. The data that will be used
employment status for these are the minimum entry requirements of a trainer
equipment, tools, supplies, and materials, and instructional materials for these
certificate rate, and especially employment rate, for these are essential data
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
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.
operations.
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
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
in the approved Training Regulation (TESDA Circular No. 107 series 2021).
supervising and monitoring TVET programs in both public and private TVET
institutions.
CBT approach.
qualification in the same year conducted by TESDA (TESDA Circular No. 102
series 2021). Operational operation refers to the percentage of takers over the
qualification.
document that gives proof and details of something such as personal status,
Certification.
for TVET graduates is at least 85% (TESDA Circular No. 018 series 2021)
Classification of Training Institution. This refers to the training
providers offering solely TVET short-term programs (TESDA Circular No. 017-
00 series 2000). 15
workplace setting (CBT Primer, 2020). As used in the study, it refers to the
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
part-time or temporary.
a course or module. 16
study, it refers to the appropriate major equipment for the delivery of the
trainees who have completed the TESDA requirements for training before the
by TESDA.
Length of Operation. The years acquired from the time the private
each qualification registered under UTPRAS (TESDA Circular No. 107 series
2021). 17
program. The acceptable certification rate for TVET graduates is at least 85%
and the acceptable employment rate for TVET graduates is at least 60%
Location of the Training Institution. This refers to the site where the
Tacloban City.
the system for the first time. The ULI is used to track the progress of the
Series 2021). 18
(TESDA Primer, 2022) In this study, these are the institutions with registered
Tacloban City.
qualifications or a cluster of units of competencies that meet job roles and are
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
technical specialization. 19
materials necessary for the delivery of the programs. Each qualification has a
complete listing of supplies and materials that are consumable and need
regulation.
20
CHAPTER II
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
Review Literature
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
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
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
at all levels, the authority shall prescribe and establish policies and minimum
requirements concerning the curricular program, teaching staff qualification,
shall be complied with by all public and private TVET institutions (TESDA
The TESDA reforms of the Philippines lead to the adoption of the CBT
training institutions. The training system will operate within the competency-
Series 2021) 22
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
policy directives are fully adopted and complied with by all concerned. It
Session Plan and CBLM, and the student/trainee Record Book in the
adequate CBT training facility (TESDA Circular No. 018 Series 2021)
There are gaps in the education and labor sector brought about by
institutions and employment or industry trends, which have brought about the
mismatch in jobs and skills; the national agenda for inclusive growth, creation
collaboration and unity of purpose of the education and training sectors with
York was convinced that private vocational schools cannot survive unless
they continue to revamp their programs. Some of the older schools have
al.)
education, the study of technologies and related sciences, and the acquisition
differences between the different systems of TVET and their social contexts.
Mokoena)
24
labor market and the world of work. To this end, occupational standard-based
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
was collected. In some of the countries, the majority of TVET students are
authority, but rather are controlled and managed by a private body or have a
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
Education, TESDA, and CHED for universities and colleges (DepEd website,
July 2023). 25
for a technical training institution to nurture a culture that is concerned with the
and assessment resources. It specifies the outcomes that are consistent with
The task is to strengthen the powers of all individuals by promoting all the
training facilities and the trainee's preparation for working life or industry are
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
compatibility with industry needs must be improved from very relevant to very
graduates are very much satisfied with their respective careers. Lastly, the
achieved and are designed to support the acquisition of knowledge and skills,
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
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
training (CBT) delivery, for them to achieve and master competence in the
stakeholders, including unions. Findings show that CBT has brought many
benefits to companies and workers including, the ability of people with lower
doing rather than academic work. Also, enterprises were found to have
and Training (TVET). Its prime emphasis on flexible, multi-skilled, and world-
instruction.
that On-the-Job Training (OJT) and Supervised Industry Training (SIT) were
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
They also served as the basis for conforming and refuting the findings of the
29
CHAPTER III
METHODOLOGY
This chapter presents the research design, the research respondents,
Research Design
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
graduates. 30
information as the basis to identify the relevant activities that can be used to
Rho Correlation Coefficient will be used in the analysis of data as there will
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
Research Instrument
from the TVET School Administrators, and the technical trainers and TESDA
(2) parts. Part I will be about the profile of Private Technical Vocational
operation. Part II will elicit the level of adequacy of the administrative supports
provided such as facilities, workshops, equipment, tools, supplies and
NC II.
divided into two (2) parts. Part I will elicit data on the profile of the technical
trainer’s certification, and employment status. Part II will seek the level of
College, Inc., Tacloban City for this is the only Private TVET institution that
dry run. It will be further chosen because it has commonalities with the
33
TESDA Leyte Provincial Office through their Provincial Director to conduct the
through phone calls to secure the approval of the school officials, and to
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
the data will be tallied and scored. However, the data for the number of
rate, and employment rate will be taken from the T2MIS (TESDA Training
The data will be gathered, measured, and analyzed using the following
profile of technical trainers, and the profile of TVET trainees, the following will
categorized as follows:
6 – 10 years Established
experience earned by the technical trainers in education and the industry and
6 – 10 years Established
5 years and below Slightly Established
on the level of the National Certificate (NC) IV, NC III, NC II, and NC I of the
considered.
considered.
trainers in the PTVIs will be confirmed and categorized into three categories
Training Regulation in its qualification will require the use of mean ranges with
corresponding descriptions. 36
System) of TESDA.
Enrollees
Graduation Rate
Assessment Rate 37
Certification Rate
Employment Rate
categorized based on the nature of the specified questions asked. The profile
The mean for the responses of the respondents about the adequacy of
graduates.
38
Marope, P., Chakroun, B., & Holmes, K. (2015). Unleashing The Potential:
Transforming Technical & Vocational Education & Training.
UNESCO Publishing.
Marope, P., Chakroun, B., & Holmes, K. (2015c). Unleashing the Potential:
Transforming Technical and Vocational Education and Training.
UNESCO Publishing.
B. UNPUBLISHED MATERIALS
C. PERIODICALS
D. OTHER SOURCES
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
APPENDIX A
MICAH CUMPIO-DANDAY
School Administrator
JE Mondejar Computer College Inc.
Tacloban City
Rest assured that all data gathered from you will be kept at the highest
level of confidentiality.
Sincerely yours,
REMILYN S. LIM
Researcher
42
APPENDIX B
February 9, 2024
Rest assured that all data gathered from you will be kept at the highest
level of confidentiality.
Sincerely yours,
REMILYN S. LIM
Researcher
43
APPENDIX C
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
(College) ________________________________
(Vocational) ______________________________
Regular / Permanent
Temporary / Contractual
Part-time
48
3 – Adequate
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