4 Levels of QA-M&E

Level 1
how training participants react to
Reaction the training.

the extent to which participants

Level 2 change attitudes, increase
Learning knowledge, and/or increase
skills.

the extent to which change in

Level 3
Behaviors
behavior occurs on the job.

the final outcomes that occur as

a result of the training.
Evaluation
Level 4
Results
 When to do QA-M&E
(AIM Model)
Level 1
Reaction • First two (reaction and learning) during
and at the end of the actual conduct of
the training/course;
Level 2
Learning

• Third (behavior-on-the-job) will be done

Level 3 at least three months to six months after
Behaviors
the training / course; and

Level 4 • Fourth (result/impact) at least after a year

Evaluation
Results after finishing the training / course.
 Rapid Competency Assessment (after
the session)
Choices

4 - Very competent
3 - Competent
1 - Not competent
 RCA – Before Session
1. Provisions of the K to 12 Law
2. Provisions of the K to 12 Law on Curriculum
3. K to 12 Standards, Content Standards and Performance
Standards in a Learning Area (eg. Science, Math….)
4. Learning Competencies in Edukasyon sa Pagpapakatao
5. Provisions of the K to 12 Law on Senior High School
6. Provisions of the K to 12 Law on Career Advocacy
7. Career guidance in the curriculum
8. Career guidance responsibilities
9. Standards, content standards and performance standards
on Career guidance in the K-to 12 Curriculum.
10. Principles and Methods of Teaching/Integrating Career
Guidance in the Elementary and Secondary Schools
 K to 12 Curriculum Model
• Science, Math, English, Academic
Grades 11-12
Contemporary Issues and Specialization
(New HS Years 5-6) Specializations
Technical-
Vocational
Grades 9-10 • Core Learning Areas plus TLE Specialization
(New HS Years 3-4) of the student’s choice
Sports and Arts
Specialization
Grades 7-8
• Core Learning Areas and TLE
(New HS Years 1-2)
Offers tracks that
• Core Learning Areas plus Mother lead to specializations
Grades 1-6 Tongue until Grade 3; Science
starting Grade 3; EPP starting in Academics, Tech-
Grade 4
Voc. and Sports &
Arts
Kindergarten • Learning Domains
 Basic Education Program
Edukasyon sa
pagpapakatao
K-12
EsP
Career Gears

Teachers
(sply EsP)

Career
counselo
rs

career choice
by students
 Contextual-developmental model of
career development

Personal
assets

Family Career Adult

Background choice Occupational
Status
School
experiences

Birth Childhood Adolescence Adulthood

 Factors influencing career choice
• Family background
– Parental education
– Parental interest and expectations regarding education
– Parent’s occupation and employment
– Role models and differential experiences
• Personal assets
– Gender
– Academic attainment and aptitude
– Belief in own ability
– School motivation
– Domain specific interests and preferences
– Differences in values
• School experiences
– School type
– Differential treatment by teachers
– Number of science related options
 Factors influencing career
progression
• Socio-economic family background
• Gender
• School experiences/qualifications
• Motivations/aspirations
• Occupational stereotypes
• Career opportunities
• Family formation
 But …
• All factors are likely influences and are difficult to
distinguish
• Different factors are important at different stages in
life
• Most studies are based on relatively homogenous
samples, with a limited socio-economic status
component
• Most studies based on cross-sectional data only
 Choosing a Career
One of the hardest—and most exciting—choices
one will ever make is his/her career. Although
chance may play a part, come prepared!

Rule#1: Choose a career that is something

he/she really likes to do.
Rule#2: Does his/her research and choose
carefully and thoughtfully.
Rule#3: Make it meaningful to him/her.

He / She owes it to himself/herself to

look for work that is meaningful and
rewarding!
 Select Several Careers,
Not Just One
• It’s a good idea to have several careers in mind
rather than just one in first year of college.
• Approximately 60% of students change their
major at some point during their college career.
• It pays to be knowledgeable about more than
just one career field. The average graduate
changes their job seven times in their life.
• It also pays to develop a wide variety of general
skills, particular those related to communication.
 Basic Education Program
Edukasyon sa
pagpapakatao
K-12
EsP
 EsP as the Core of the CIA
The EsP Curriculum Framework is focused on
• Ethics
• Career Guidance

BUT

Must be LINKED well to the 7 learning areas (this is the

essence of SPIRAL Approach)

Guidance Counselors/Workers and class advisers are integral

stakeholders in the implementation of EsP in the Curriculum
 Components of the NCAE Rating
• GSA (General Scholastic Aptitude)
– Science
– Math
– English
• TVA (technical-vocational aptitude)
– Clerical aptitude
– Entrepreneurial aptitude
 The Spiral Approach
A three-dimensional approach in the curriculum by
considering
• vertical articulation in the curriculum (subject-specific from
K to 12, difficulty increases with grade level)
• horizontal articulation in the curriculum (integrating
all/appropriate learning areas)
• Dynamic interaction of vertical and horizontal articulation
of all learning areas with EsP Integration

Note: CIA specialists with the principals, heads and guidance

counselors/workers must always assist the teachers and
students.
 Grade
STUDY5
Grade 10

Grade
ACT6
Grade 9
Grade 11

Grade 8 Grade 12
Grade 7

DO
Grade 4

Grade 2

Grade 3

Grade 1
Kinder
 Basic Education Program
Edukasyon sa
pagpapakatao
K-12
EsP
HAMON NG EDUKASYON SA PAGPAPAKATAO

Hamon sa Mag-aaral
• Ang mag-aaral na nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat

Hamon sa mga Guro, Magulang, Guidance

Counselors, at Lahat
• Gabayan ang mag-aaral na matutunan ang
kabuluhan ng kanyang buhay, ang papel niya sa
pamilya at sa lipunan upang makibahagi siya sa
pamayanang pinaiiral ang katotohanan, kalayaan,
katarungan at pagmamahal.
RHGP in the K to 12 BEP
 Click to magnify

Click to magnify

Click to magnify
Pilosopiya ng Personalismo
 EsP
Frame
 Mga Batayan Teorya sa mga
Pamamaraan sa Pagtuturo at Pagkatuto

EsP
Frame Pilosopiya ng Personalismo
• Ang pagpapasya ng bata ukol sa kurso o
propesyon – dumadaan sa iba’t ibang
yugto batay sa kanyang pagtingin sa
sarili (self-concept), saloobin (attitude)
at mga pagpapahalaga.
• Ang pagtanggap o pagtanggi sa isang
kurso o trabaho batay sa obserbasyon
niya.
 Basic Education Program
Edukasyon sa
pagpapakatao
K-12
EsP
 Basic Education Program
Edukasyon sa
pagpapakatao
K-12
EsP
Mga Paksa sa EsP Grade 9

 UNANG MARKAHAN : Ang Papel ng

Lipunan sa Tao
 IKALAWANG MARKAHAN: Ang
Tungkulin ng Tao sa Lipunan
 IKATLONG MARKAHAN: Mga Kaugnay
na Pagpapahalaga sa Paggawa
 IKAAPAT NA MARKAHAN:
Mapanagutang Pagpaplano ng Kursong
Akademiko o Teknikal-Bokasyonal,
Negosyo o Hanapbuhay
UNANG MARKAHAN : Ang Papel ng Lipunan
sa Tao

 Layunin ng Lipunan: Kabutihang Panlahat

 a.Bakit may Lipunang Pulitikal
b.Prinsipyo ng Subsidiarity at Pagkakaisa
 Lipunang Ekonomiya (Economic Society)
 Lipunang Sibil (Civil Society), Media at
Simbahan
IKALAWANG MARKAHAN: Ang
Tungkulin ng Tao sa Lipunan

 Karapatan at Tungkulin
 Mga Batas na Nakabatay sa Likas na
Batas Moral (Natural Law)
 Ang Paggawa Bilang Paglilingkod at
Pagtaguyod ng Dignidad ng Tao
 Pakikilahok at Bolunterismo
IKATLONG MARKAHAN: Mga
Kaugnay na Pagpapahalaga sa
Paggawa

 Kasipagan at Pagpupunyagi
 Katarungang Panlipunan
 Pamamahala ng Paggamit ng Oras
 Kagalingan sa Paggawa
IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng
Kursong Akademiko o Teknikal-Bokasyonal, Negosyo o
Hanapbuhay

 Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko

o teknikal-bokasyonal, negosyo o hanapbuhay
– Talento
– Kasanayan (skills)
– Hilig
– Pagpapahalaga –(service to and love of country)
– Tunguhin
– Katayuang pinansyal
 Personal na Pahayag ng Misyon sa Buhay
 Mga Lokal at Global na Demand
 Pagpili ng kurso o trabaho
Mga Pansariling Salik sa Pagpili ng
tamang kursong akademiko o teknikal-
bokasyonal, negosyo o hanapbuhay
 13.1 Naipaliliwanag ang bawat
pansariling salik sa pagpili ng kursong
akademiko o teknikal bokasyonal,
negosyo o hanapbuhay

 13.2 Nakikilala ang sariling talento,

kakayahan at hilig at naiuugnay ang mga
ito sa pipiliing kursong akademiko o
teknikal bokasyonal, negosyo o
hanapbuhay
13.3 Napatutunayan na ang pagiging tugma
ng mga personal na salik sa mga
pangangailangan (requirements) ng napiling
kursong akademiko/bokasyonal o negosyo
ay daan upang magkaroon ng makabuluhang
hanapbuhay o negosyo at matiyak ang
pagiging produktibo at pakikibahagi sa pagp
apaunlad ng ekonomiya ng bansa

13.4 Nakapagtatakda ng sariling tunguhin

pagkatapos ng haiskul na naaayon sa taglay
na mga talento, pagpapahalaga, tunguhin at
katayuang ekonomiya
14. Personal na 14.1
Pahayag ng Misyon Nakapagpapaliwanag
sa Buhay ng kahalagahan ng
Personal na Pahayag
ng Misyon sa Buhay

14.2 Natutukoy ang

mga hakbang sa
pagbuo ng Personal
na Pahayag ng Misyon
sa Buhay
14.3 Napatutunayan na sa pamamagitan
ng pagbuo ng Personal na Pahayag ng
Misyon sa Buhay, nagkakaroon ng
malinaw na direksyon ang kurso o
karera

14.4 Nakapagbubuo ng Personal na

Pahayag ng Misyon sa Buhay
15. Mga Lokal at Global 15.1 Natutukoy ang mga
na Demand trabahong may mataas na
lokal at global na demand

15.2 Nakikilala ang mga

mapamimiliang kursong
akademiko o teknikal-
bokasyonal, negosyo o
hanapbuhay na angkop sa
sariling
talento, kakayahan at hilig
15.3 Napatutunayan na ang sapat (updated and
accurate) na impormasyon tungkol sa mga
trabahong kailangan sa Pilipinas at sa ibang bansa
ay makatutulong upang mapili at mapaghandaan
ang kursong akademiko o teknikal-bokasyonal na
maaaring maging susi ng sariling tagumpay at ng
pag-unlad ng ekonomiya ng bansa

15.4 Nakabubuo ng profile ng mga trabahong

mataas ang lokal at global na demand na angkop
sa taglay na mga talento at kakayahan,
pagpapahalaga at tunguhin
16. Pagpili ng kurso o 16.1 Naipaliliwanag ang
trabaho kahalagahan ng sistematikong
pagpili ng kursong akademiko
o teknikal-bokasyonal,
negosyo o hanapbuhay

16.2 Nakapagsusuri ng
pagkakatugma ng mga
pansariling salik sa lokal at
global na demand upang
makabuo ng pasya sa pipiliing
kursong akademiko o teknikal-
bokasyonal, negosyo o
hanapbuhay
16.3 Napangangatwiranan na:
Mahalaga ang pagtutugma ng pansariling salik sa
lokal at global na demand upang makamit ang mga
itinakdang tunguhin tungo sa pagpapaunlad ng sarili
at pakikibahagi sa lipunan

16.4 Nakapagpapasya ng kursong akademiko o

teknikal-bokasyonal, negosyo o hanapbuhay
na ayon sa sariling kagustuhan na angkop sa mga
pansariling salik at lokal at global na demand
 Career Guidance in the School
K-8
Conceptualizing Career Development Programs

Conceptual Approach: Using a theory to set up a career

development approach

Example: Using Donald Super’s theory to conceptualize a

program.

– Students should develop a vocational self-concept.

– Students should learn about the major groups of occupations.
– Students should develop an awareness of what career
planning entails.
– Students should learn decision-making skills.
Career Guidance in the School

K-8
Conceptualizing Career Development Programs

Rational/Empirical Approach: Uses empirical methods

to determine what skills and attitudes will be needed
by students and then uses this information to set up a
K-12 program to help students develop these
competencies.

Example: Research shows that women are

entering the workforce in increasing
numbers.

– what skills and attitudes would most likely

help women succeed in a career?
Career Guidance in the School
K-8
Program Development

– Develop a program philosophy.

– Establish needs.
– Appoint a coordinator.
– Write program goals, objectives and
criteria for success.
– Determine what instruments will be used to
evaluate the program.
– Implement the program.
Career Guidance in the School
K-8
Program Development Delivery

– By classroom infusion (e.g. the science teacher talking

about careers in science).
– Taught as a unit within a class subject (e.g. as a unit
within social studies).
– By special teachers who only teach careers.
– By school counselors who incorporate it into their
counseling duties.
– By schools having career day in which they invite
working people in from the community.
– By parent directed activities at home, guided by
counselors.
– By inviting other personnel in from external sources.
Career Guidance in the School
K-8
Elementary (K-6) programs should:
– Give children a sense of self-efficacy and that their future
can be shaped by themselves and their own choices.

– Children should understand that abilities and interests also

help shape opportunity.

– Children should be helped to develop an awareness of the

world of work and what all of that entails.

– Students should be helped to explore possibilities but not

foreclose prematurely on a career option.

– Children should have opportunities to explore non-gender-

role stereotyping activities in relationship to the world of
work.
Career Guidance in the School
K-8
Gr 7 - 8 programs should:
– Be flexible enough that it allows middle-schoolers to try out new
self-concepts and images of self.

– Clubs and activities can provide a individual opportunity to

explore options.

– Be organized around a theme and eliminate redundancy.

– Help students take a comprehensive, realistic look at the

occupations available to them.

– Introduce kids to interest inventories and personality

assessments (e.g. Holland’s interest inventory).

– Any program should be integrated with elementary and high

school programs.
Career Guidance in the School
K-8
Examples of Grade 7 - 8 School Activities Designed to Achieve
Career Development Competencies
Student Competency Teacher Activity
Demonstrate understanding of Give students an interest inventory
self. or have them describe their
interests.
Describe at least five things
Bring in old newspapers for
found in society that affect
students to look at and clip out
the world of work.
articles.
Identify places in the Bring in a career counselor or a
community that provide manager of a company to talk
opportunities for work. to the students.
Career Guidance in the School
Grades 9-12
Grades 9 - 12 Programs Should:

– Help students look at their choices in elective curriculum,

extra-curricular activities, and after school jobs, and how
those might relate to later career choices.

– Help students learn good decision-making skills.

– Help students learn where to access occupational

information.

– Help students explore career choices, narrow and clarify

goals.

– Help students look at college requirements and what this

means to them and their career choices.
– Help students determine what, if any, pre-requisites might be
required for an entry level position into the career of choice.
Career Guidance in the School
Grades 9 - 12
Examples of Grades 9-12 Activities Designed to Achieve
Career Development Competencies

Competencies The Student Will

Positive attitudes toward work Demonstrate a positive work

and learning. ethic.

Learn skills in making Project and describe factors

decisions and choosing that may influence educational
educational goals. and career decisions.

Skills in career exploration Develop career plans that

and planning. include the concept that the
world is ever changing and
demands life-long learning.
Career Guidance in the School
Grades 9 - 12
Grades 9 - 12 Program Delivery Methods

– Field trips and visits to training programs.

– Use of portions of regular class time to explore educational
and vocational planning.
– Career development units incorporated into regularly
scheduled classes.
– Career related information infused into all classes whereby
the teacher continuously relates subject matter to the world
of work.
– Special classes just on career education.
– Life planning classes and groups
– Career Counseling
Career Guidance in the School
Grades 9 - 12

Special Consideration

Not all students will benefit from traditional methods of

career education. Some will need special
consideration. These include students who are:

Learning
Physically
Disabled
Challenged
Emotionally
Gifted Or Mentally
Disabled
Rapid Competency Assessment
(after the session)
Choices

4 - Very competent
3 - Competent
1 - Not competent
RCA – After the Session
1. Provisions of the K to 12 Law
2. Provisions of the K to 12 Law on Curriculum
3. K to 12 Standards, Content Standards and
Performance Standards in a Learning Area (eg.
Science, Math….)
4. Learning Competencies in Edukasyon sa
Pagpapakatao
5. Provisions of the K to 12 Law on Senior High
School
6. Provisions of the K to 12 Law on Career Advocacy
7. Career guidance in the curriculum
8. Career guidance responsibilities
9. Standards, content standards and performance
standards on Career guidance in the K-to 12
 4 Levels of QA-M&E
Level 1 how training participants react to
Reaction the training.

the extent to which participants

Level 2
Learning change attitudes, increase
knowledge, and/or increase
skills.

Level 3
Behaviors
the extent to which change in
behavior occurs on the job.

Level 4
Evaluation the final outcomes that occur as
Results a result of the training.
 When to do QA-M&E
(AIM Model)
Level 1
Reaction • First two (reaction and learning) during
and at the end of the actual conduct of
the training/course;
Level 2
Learning

• Third (behavior-on-the-job) will be

Level 3 done at least three months to six
Behaviors
months after the training / course; and

Level 4
Evaluation
• Fourth (result/impact) at least after a
Results year after finishing the training /
course.
 Choosing a Career
One of the hardest—and most exciting—choices
you’ll ever make is your career. Although
chance may play a part, come prepared!

Rule#1: Choose a career that is something

you really like to do.
Rule#2: Do your research and choose
carefully and thoughtfully.
Rule#3: Make it meaningful to you.

You owe it to yourself to look for work

that is meaningful and rewarding!
 Choose Career Options That
Match Your Values
• Knowing what you value most will help
you refine your career search and choice:
– Helping others
– Prestige
– High income
– Flexible work hours
• Establish and align values, career choice,
and career goals for motivation.
 Surviving in a Fast Economy
• You will always have some control over
your career.
• You must accept risks and plan for the
future to advance your career.
• A college degree does not guarantee
employment.
• A commitment to lifelong learning will
help keep you employable.
Factors to Consider

Do: Don’t:
• explore a number of • focus on a major
just to get a career
careers and majors out of it
• get involved • select a major just
• Get advice from because it is “cool”
or seems to promise
people in your prestige
target occupation • let someone else
• follow your passion push you into a job
• Dare to try • Assume that you
have it all figured
something new out
 Factors Affecting Career Choices
• Interests • Personality
• Skills • Life goals
• Aptitudes and work
values
• People skills
• Experience
• Family
traditions
 Exploring Your Interests
Holland’s Hexagonal Model of Career Fields

Realistic Investigative

Conventional Artistic

Enterprising Social
 Where to Go for Help
• Career center
• Faculty
• Upper-class
students
• Student
organizations
• Placement
services
 Become Knowledgeable
About Careers
• Explore the Occupational Outlook Handbook at
http://www.bls.gov/oco/
• Research several careers, not just one
• Browse the Careers section of a local bookstore
• See a career counselor
• Scope out Internet resources
• Network--many people love to talk about
their jobs!
 What to Look for in a
Career
• Major career field target • The type of people you would
• Preferred type of work interact with
• Income requirements • Physical requirements
• Geographical requirements • Local/national/international
• Special needs organization
• Industry preferences • Benefits and perks
• Stress level • Advancement opportunities
• Level of interaction with other • A good boss
people • Training
• Indoor vs. outdoor • Industry outlook
• Amount of independence • Reputation of the firm in the
• Balance between creative and industry
conventional tasks
 Select Several Careers,
Not Just One
• It’s a good idea to have several careers in mind
rather than just one in your first year of college.
• Approximately 60% of students change their
major at some point during their college career.
• It pays to be knowledgeable about more than
just one career field. The average graduate
changes their job seven times in their life.
• It also pays to develop a wide variety of general
skills, particular those related to communication.
 Network
• Check with people you know about career
information.
• Networking can lead to meeting someone
who may be able to answer your questions
about a specific career or company.
• It is an effective way to learn about the type
of training necessary for a particular
position, what it took to get into the field, and
the positive and negative aspects of the
work.
• More and more professionals are active on
online networks such as LinkedIn.com and
Doostang.com. Some professionals even
use Facebook to get in touch with others in
their field…as well as research potential
candidates.
 Assess Your Skills
 Academic Strengths
 Reading, Writing, Speaking, and Listening
 Math
 Creative Thinking
 Problem Solving and Decision Making

 Personal Qualities
 Self-Esteem, Self-Management,
Responsibility

 People Skills
 Social, Negotiation, Leadership,
Teamwork
See a Career Counselor
• The career counselors at your college
are trained professionals who can help
you
– discover your strengths and
weaknesses
– evaluate your values and goals
– sort through what type of career you
want
• They will not tell you what to do, they
will simply help identify what factors
may lead to successful and interesting
career options.
Questions for Academic Advisors
• What classes should I take this term and
next?
• What sequence of classes should I take?
• Am I taking too many difficult classes in one
term?
• What electives do you
recommend?
• What career
• opportunities
are there if I study
mainly _____?
13. Mga Pansariling Naipamamalas ng Nagtatakda ang 13.1 Naipaliliwanag ang
Salik sa Pagpili ng mag-aaral ang mag-aaral ng bawat pansariling salik
tamang kursong pag-unawa sa mga sariling tunguhin sa pagpili ng kursong
akademiko o teknikal
akademiko o teknikal- pansariling salik pagkatapos ng
bokasyonal, negosyo o
bokasyonal, negosyo o sa pagpili ng haiskul na hanapbuhay
hanapbuhay tamang kursong naaayon sa
a. Talento akademiko o taglay na mga 13.2 Nakikilala ang
b. Kasanayan (skills) teknikal- talento, sariling talento,
c. Hilig bokasyonal, pagpapahalaga, kakayahan at hilig at
d.Pagpapahalaga – negosyo o tunguhin at naiuugnay ang mga ito
sa pipiliing kursong
(service to hanapbuhay. katayuang
akademiko o teknikal
and love of country) ekonomiya. bokasyonal, negosyo o
e. Tunguhin hanapbuhay
f. Katayuang
pinansyal
13.3 Napatutunayan na ang pagiging
tugma ng mga personal na salik sa mga
pangangailangan (requirements) ng napiling
kursong akademiko/bokasyonal o negosyo
ay daan upang magkaroon ng
makabuluhang hanapbuhay o negosyo at
matiyak ang pagiging produktibo at
pakikibahagi sa pagp
apaunlad ng ekonomiya ng bansa

13.4 Nakapagtatakda ng sariling tunguhin

pagkatapos ng haiskul na naaayon sa taglay
na mga talento, pagpapahalaga, tunguhin
at katayuang ekonomiya
14. Personal na Naipamamalas Nakabubuo 14.1
Pahayag ng ng mag-aaral ang ang mag-aaral Nakapagpapaliwa
Misyon sa Buhay pag-unawa sa ng Personal na nag ng
kahalagahan ng
kahalagahan ng Pahayag ng
Personal na
Personal na Misyon sa Pahayag ng
Pahayag ng Buhay. Misyon sa Buhay
Misyon sa
Buhay. 14.2 Natutukoy
ang mga hakbang
sa pagbuo ng
Personal na
Pahayag ng
Misyon sa Buhay
14.3 Napatutunayan na
sa pamamagitan ng
pagbuo ng Personal na
Pahayag ng Misyon sa
Buhay, nagkakaroon ng
malinaw na direksyon
ang kurso o karera

14.4 Nakapagbubuo ng
Personal na Pahayag ng
Misyon sa Buhay
15. Mga Lokal at Naipamamalas ng Nakabubuo ang 15.1 Natutukoy ang
Global na Demand mag-aaral ang mag-aaral ng mga trabahong may
kahalagahan ng profile ng mga mataas na lokal at
kaalaman sa mga trabahong mataas global na demand
lokal at global na ang lokal at global
demand sa na demand na 15.2 Nakikilala ang
paggawa. angkop sa taglay mga mapamimiliang
na mga talento at kursong akademiko o
kakayahan, hilig, teknikal-bokasyonal,
pagpapahalaga at negosyo o
mithiin. hanapbuhay na
angkop sa sariling
talento, kakayahan at
hilig
15.3 Napatutunayan na ang
sapat (updated and accurate) na
impormasyon tungkol sa mga
trabahong kailangan sa Pilipinas
at sa ibang bansa ay
makatutulong upang mapili at
mapaghandaan ang kursong
akademiko o teknikal-bokasyonal
na maaaring maging susi ng
sariling tagumpay at ng pag-
unlad ng ekonomiya ng bansa

15.4 Nakabubuo ng profile ng

mga trabahong mataas ang lokal
at global na demand na angkop
sa taglay na mga talento at
kakayahan, pagpapahalaga at
tunguhin
16. Pagpili ng kurso o Naipamamalas ng Nakapagpapasya 16.1 Naipaliliwanag ang
trabaho mag-aaral ang pag- ang mag-aaral ng kahalagahan ng
unawa sa kahalagahan kursong akademiko sistematikong pagpili ng
ng pag-aaral sa o teknikal- kursong akademiko o
paghahanda para sa bokasyonal, negosyo teknikal-bokasyonal,
pagnenegosyo o o hanapbuhay na negosyo o hanapbuhay
paghahanapbuhay. ayon
sa sariling 16.2 Nakapagsusuri ng
kagustuhan at pagkakatugma ng mga
angkop sa mga pansariling salik sa lokal
pansariling salik at at global na demand
lokal at global na upang makabuo ng pasya
demand. sa pipiliing kursong
akademiko o teknikal-
bokasyonal, negosyo o
hanapbuhay
16.3 Napangangatwiranan na:
Mahalaga ang pagtutugma ng
pansariling salik sa lokal at global
na demand upang makamit ang
mga itinakdang tunguhin tungo sa
pagpapaunlad ng sarili at
pakikibahagi sa lipunan

16.4 Nakapagpapasya ng kursong

akademiko o teknikal-bokasyonal,
negosyo o hanapbuhay
na ayon sa sariling kagustuhan na
angkop sa mga pansariling salik at
lokal at global na demand