CHAPTER II

Review of Related Literature and Studies

This chapter includes the literature and studies relevant to this research.
Conceptual Literature
On the Ten Point Agenda of the Philippine Government
The Aquino Administration (2010) presented the ten point agenda which
includes: 1) promote academic excellence, 2)develop community ownership, 3)
ensure universal access, 4) build transparency and accountability across the
system, 5) provide adequate resources, 6) empower teachers, 7) enhance basic
education, 8) support private education, 9) strengthen higher education and 10)
maximize alternative learning.
In terms of promoting academic excellence, the educational system must
develop individuals who possess information and communication skills, thinking
and problem-solving skills, and interpersonal and self-directional skills acquired
through a research-based curriculum that focuses on knowledge relevant to the
real world. To this, learners must be develop based on globally benchmarked
standards of performance for both teachers and students on which accountability
will be based and establish a credible, reliable, and transparent monitoring,
assessment, and evaluation system by an independent and competent institution
(BESRA, 2006).
In developing community ownership, community involvement is a key
element of a successful school.

Communities must be enabled to organize

themselves to ensure that the school stays focused on its goals and that
interventions provided by different organizations are sustained. Community
involvement in education unlocks local resources and energies and makes the
schools more accountable, creating a better platform for sustainability. To this
end, a mandate on the local DepEd and the schools must recognize and work
with their communities and allocate resources for capability-building programs for
community groups.
Ensure universal access to Education for all Filipinos regardless of social
class, ethnicity or physical disability. Every Filipino has the right to quality basic
education including pre-school. There must be an expanded proven alternative
delivery modes for education such as Project E-Impact that effectively address
the challenges of huge class sizes and multi-grade schools. Continue and
expand the conditional cash transfers program that has proven to help ensure
that the poorest children go to school and address education access concerns of
our differently-abled and indigenous brothers and sisters, including the ARMM.
Also, the role of non-formal education and alternative learning must be
considered (E-Impact, 2011).
Build transparency and accountability across the system. Reforms are
only possible if education policy and governance are founded on principles of
inclusiveness,

transparency

and

accountability.

Moreover,

government

deliberations must be conducted openly and all relevant information should be

made available to the general public such as the decision-making process must
be inclusive and consultative. Local governments and parents must increasingly

be involved in school-based planning. In terms of incentive, the incentive

structure

must

reward

performance

and

discourage

or

sanction

non-

performance. Also, Local School Boards must be reinvented and made functional
to broaden participation and its functions and education delivery, administration,
governance and accountability must gradually be decentralized to school and
community level.
Provide adequate resources for the necessary inputs to achieve quality
education for all. There is a need to advocate increasing the national budget for
pre-school and basic education to 4% of the GDP to attain the goals of Education
for All by 2015 (EFA, 2015). Everyone must all work together to ensure zero
tolerance for corruption, waste and political influence in the allocation and
disbursement of education resources.
In terms of teacher empowerment, teacher quality as manifested in
professional knowledge, practice and commitment is an indispensable instrument
to academic excellence and moral functioning. Teacher welfare and high morale
are impetuses to lifelong professional development. It must assured that every
teacher is given the opportunity and the privilege for professional development
through competency-based teacher standards in a continuum of pre-service and
in-service training and development programs tied up to teachers career
progression and teacher welfare or incentive schemes. There is a need to
support teacher development and welfare through incentives, increased training,
moral fortification, and professionalization of the teaching profession, enabling
teachers to dream and make dreams happen (NCBTS,2009).

In enhancing basic education it is considered that quality basic education

is the foundation for vocational and higher learning. We cannot continue
tolerating a weak system. We must stop wasting the many years and huge sums
invested towards system-wide education reform. They must ensure continuity of
the Basic Education Reform Agenda and its key reform thrusts including
competency based teacher standards, school based management and mother
tongue instruction. They must establish a universal pre-school system that must
include both local government and public-private partnerships. Also, they must
plan and begin the move into the global standard of a 12 years basic education
track to address a key obstacle to quality education.
In terms of support private education, a healthy education system must
include an effective, vibrant and sustainable private school system. Difficulties of
the private schools, exacerbated by system-wide deterioration of Philippine
education, must also be addressed. The establishment of loan programs and
grant vehicles such as the Fund for Assistance to Private Education should
continue to be supported by government to make private education at all levels
more affordable to more people and ensure public-private partnerships to deliver
better education must be encouraged and expanded.
A level playing field and academic and curricular freedoms are keys to
strengthening higher education in the Philippines. There is a need to revisit the
original role of the Commission on Higher Education (CHED). It is important to
provide more resources for world class centers of excellence and an expanded
scholarship voucher system for higher education, rather than continuing

subsidies for low quality State Universities and Colleges and Local Universities
and Colleges. Also, it is important to make available government scholarships
loans, through SSS, GSIS or the banking system, on a study now, pay when
employed scheme for needy and academically qualified tertiary and technicalvocational education students to enroll in accredited public and private higher
education institutions.
Finally, maximizing alternative learning in such way that effective learning
has been happening in and outside formal schooling. In ensuring access to
education for all, the role of alternative learning systems (ALS) must be
recognized in the education sector and the world of work. To this end, there is a
need to develop a united platform for convergence of all ALS proponents and
sectors and form a multi-stakeholder body for the measurement and assessment
of ALS and for the accreditation and recognition of ALS graduates including
employability.
Adopting the Collaborative Delivery System in the Early Implementation of
the Senior High School in a limited resource environment is often a gargantuan
task. This action research involves the engagement of stakeholders in the
teaching learning process such that the core subjects of the Grade 11 students
shall be offered in the mother school, the specialized track in Agriculture shall be
taken cared of by the service provider (Higher Education Institution) and the
projects and practical application shall be done at home with the assistance of
the parents as monitors. Both the teachers from the mother secondary school
and the Higher Education Institution partners shall conduct home visits to assess

the project and accomplishment of the learners. The main reason for using the
collaborative approach in the early implementation of SHS is to enable us to
determine the challenges and problems that everyone may encounter in June
2016, when it is fully implemented. This initiative will look into the variability of
engaging the services of Higher Education Institution for the delivery of
specialized track in the process of the implementation of SHS in a far flung
secondary school. Hopefully, this delivery system may contribute to improve the
students acquisition of skills and help increase the students involvement and
engagement in the course materials. The collaborative delivery approach shall
also look into how the intervention shall meet the interest and needs of the
learners. The evaluation of this delivery model will be based on the assessment
and perspective from the three stakeholders; the parents, the teachers of the
mother school and the HEI faculty partners (Limbaco, 2014).

On K to 12 education
The K to 12 Enhanced Basic Education Program will follow the K-6-4-2
model. The Kindergarten will be administered to five-year old pupils, Elementary
schooling covering Grades 1 to 6 to 6 to 11 year old pupils; Grades 7 to 10 to 1215 year old Junior high school students and Grades 11 to 12 to 16-17 year old
senior high school students. It is expected that graduates of high school who will
take the Technical and Vocational Track will be equipped with employable
competencies when they exit Grades 10 and 12.

The senior high school that consists of additional two (2) years is aimed at
achieving the following: 1) consolidate academic skills and competencies and
allow in-depth specialization for students depending on the occupation or career
track they wish to pursue and 2) skills and competencies relevant to the job
market.
It is the right of the Filipino youth to have quality basic education and as
such this is provided by government for free, in public schools and subsidized in
private schools through the Education Subcontracting Scheme (ESC). In K to 12,
those who will go through the 12-year program will get an elementary diploma for
six years, a junior high school diploma for four years, and a senior high school
diploma for two years. A full twelve years of basic education will eventually be
required for entry into tertiary level education. With the implementation of K to 12
the Philippines will produce holistically developed learners who have 21st century
skills and are prepared for higher education, middle-level skills development,
employment and entrepreneurship.

On the No Child Left Behind Act

The no child left behind act of 2001 focuses on the responsibility of
schools and districts to help all children achieve at high levels. NCLB requires
states to establish standards for student learning and to measure students
progress through assessments that are aligned with these standards. The
assumption is that standards-based education can result in improved teaching
and student learning (Lauer, P. et.al. 2005).

On the implications of the K to 12 program

to technical and vocational track
The passage of the Enhanced Basic Education will undeniably impact on
technical vocational education and training for technical-vocational track. TESDA
has a vital role to play in the technical-vocational track for senior high school.
First, the introduction of Technical-Vocational education in Grades 7 and 8
to all junior high school is the exploratory phase where common competencies
such as use hand tools, perform mensuration and calculation, interpret plans and
drawings, perform shop maintenance and practicing occupational health safety
will be included in the curriculum. TESDAs standards and learning materials are
integrated in the curriculum of Grades 7 and 8 to expose the students before they
decide on the different career tracks.
Second, one of the four tracks is Technical-Vocational track, with
qualifications at the levels of National Certificate (NC) I and II shall be taken in
Grades 9 to 12. This will ensure that students taking the Technical-Vocational
track have employable skills when they exit Grade 10 (for NC I) and Grade 12
(for NC II).
Third, basic education schools both public and private respectively that
will offer the Technical-Vocational track may establish their own facilities or
workshops or adopt partnering schemes according to the guidelines that will be
agreed upon by both DepEd and TESDA. Partnering with Technical Vocational
Institutions (TVIs) for the use of the workshops or laboratories, trainers, provision
of senior high school program, and other arrangements shall be pursued

between and among DepEd schools and TVIs. At the onset, TESDA needs to
develop doable policies and strategies in support to the K to 12 program and
considerably address challenges to Technical-Vocational.
As this necessitates major implications to the whole Philippine education
system, the following are inputs for consideration: 1) ensure relevance of the
outcomes of the education system to labor market. Technical-vocational
qualifications will have to be responsive to area demand for employability.
TESDA and DOLE shall provide these Labor Market Information (LMIs) for
DepEds consideration. DepEd and TESDA field offices will have to work together
to identify the possible Technical-Vocational qualifications to be offered
in Grades 9 to Grade 12 on a per province basis at the very least. These should
be mapped out based on estimates on the number of students per grade level
per qualification. The mapping shall take into consideration the possible TVIs that
the DepEd schools can partner with.
Fourth, assure quality by setting standards for program content and
program providers. The Training Regulations shall serve as inputs or guide to the
curriculum to be developed by DepEd. The challenge for TESDA is to improve
efficiency in developing training standards that are area-based and sectorspecific.
Fifth, sustain value by establishing standards and processes for
assessment and certification for high school students, in collaboration with
DepEd. The number of completers of Grade 10 and Grade 12 shall have to be

estimated to ensure responsiveness and timeliness of the assessment and

certification system.
Sixth, assist DepEd in expanding the pool of certified technology and
livelihood education (TLE) trainers. The magnitude of trainers to be provided
intervention for trainers qualification will be necessary inputs to the Trainers
capability development programming. DepEd shall provide TESDA the
appropriate number and type of trainers required.
Seventh is the use of e-learning or blended learning to increase access to
quality Technical-Vocational program. Alternative learning systems including the
training of facilitators of learning shall be implemented by DepEd, in collaboration
with TESDA.
Eighth, design and implement career advocacy program that will
effectively help students and their parents to decide on the different career tracks
of the high school program.
Lastly, development of higher level qualifications to provide progression
choices for high school graduates to move towards middlelevel/ TechVoc
careers. Also, since NC I and NC II are integrated in K to 12, the post-secondary
levels NC III, IV, and Diploma of the Philippine Qualifications Framework (PQF)
shall have to be pursued.

On the factors affecting students career preference

Unemployment rate in the country is commonly associated with the misfit
graduates produced by universities and colleges and the workforce needed by

different companies. The wrong choice of course taken by most of high school
students adds to the unemployment and underemployment rate of newly
graduate students. With this the study determined the factors affecting the fourth
year high school students career preference of University of Rizal System
Laboratory School in Morong Rizal.
students

preference

of

course

The relationship of the factors affecting

to

their

career

preference,

Brainards

Occupational Preference Inventory (BOPI) results, academic achievement and

their elective grades were considered. Frequency, percentage and chi-square
were used as statistical treatments. The findings revealed that the availability of
work after college is the first consideration of students in choosing a course in
college. Most of the students prefer to take scientific related field courses, or the
popular courses for Filipinos. The least preferred course are in the Agricultural
field. The BOPI results showed that most of the student-respondents are suited
to take professional courses. Students preferred course is related to their BOPI
result as well as to their fathers occupation. Other factors such as mothers
occupation, monthly family income, students sibling position and students third
year general average grades are not related to the students preferred course in
college to their BOPI results. BOPI results are significantly related to the
students elective course grades.
Students career success can be best attained if proper guidance is given
in choosing the right course in college, suited to students personality, ability and
intellect. Helping student choose the career that suits them can be done by
integrating career plan with the curriculum so that students can make good

decisions in what course to take in college. Collaborative effort of the school

administrations, guidance counselor and parents should also be made to comeup with better career plan for every individual students.

Research Literature
Fuchs (2011) states that through self-exploration, one will eventually find
where their abilities and interests intersected to find their dream career .It is
important to find where these overlap to target career choices that are a best fit
the students. In support, Holland (2010) stated that people search for
environments where they can use their skills and abilities and express their
values and attitudes. For example, investigative types of people will search for
investigative environments as well as artistic types look for artistic environments.
Also, people who choose to work in an environment similar to their personality
type are more likely to be successful and satisfied.
In China, after more than a decade of dedicated effort to universalize
access to primary education, policymakers in developing countries are shifting
their focus towards expanding access to secondary education (UNESCO, 2011).
One major challenge that policymakers in developing countries face in expanding
access to secondary education both in junior and senior high school respectively,
however, is that students from rural areas are relatively underrepresented in
senior high school (Carneiro et al, 2011). Since students from rural areas are less
likely than students from urban areas to attend senior high school, they are less
likely to benefit from the high economic returns associated with both senior high

school and college (Ohba, 2011). The lack of access to senior high school among
rural students may thus lead to greater income inequality between urban and
rural areas as well as lower economic growth (Sala-i-Martin et al, 2005).
As in the rest of the world, low educational attainment in poor rural areas is an
important and emerging issue in China. Students in most poor rural counties in
China enroll in senior high school at a far lower rate than urban students (Yang,
2006). Nearly 90 percent of students in large cities in China attend senior high
school. In rural areas, however, roughly just 1 in 4 students attend senior high
school (Liu et al, 2009).
This gap in school participation presents a challenge for Chinas education
system

to meet its goals and may, in the longer run, harm the economy. In

2010, Chinas

Ministry of Education set the goal of having all students

complete 12 years of schooling including primary, junior high and senior high
education by 2020 (Ministry of Education,2010). While progress has been made
in parts of the country, elevated junior high dropout rates (Mo et al, 2011) and low
senior high school matriculation rates in poor rural areas (Loyalka et al, 2012)
mean that educators face major challenges in meeting the goal of universal
secondary education. Lack of interest by poor rural students in attending senior
high school also has implications for Chinas equitable development in the long
run. When poor rural children end up working in factories or in construction sites
to obtain short-run returns rather than studying math, language, English and
computers, there is good reason to be concerned that children are not learning
the skills that will be needed to be gainfully employed in Chinas future labor

market (Rozelle et al, 2012). If Chinas economy continues to grow rapidly over
the coming decade or more, wages, which have been rising fast in recent years
(Cai, 2007), will almost certainly continue to increase. However, employers will
only be willing/able to hire workers with skills that are worth high hourly rates.
Workers that lack such skills will either be forced to find employment in the
informal economy where returns are low and expectations of future wage
increases are limited or will become unemployed (Deming, 2011). Hence, while
rich urban students reap high returns, students from poor rural families might be
left behind, leading to chronically high unemployment rates, embedded inequality
and potentially even growth-reducing instability.
In the local researches, unemployment rate in the country is commonly
associated with the misfit graduates produced by universities and colleges and
the workforce needed by different companies. The wrong choice of course taken
by

most

of

high

school

students

adds

to

the

underemployment rate of newly graduate students.

unemployment

and

With this the study

determined the factors affecting the fourth year high school students career
preference of University of Rizal System Laboratory School in Morong Rizal
(Valdes, 2009).
The relationship of the factors affecting students preference of course to
their career preference, according to Brainards Occupational Preference
Inventory (BOPI, 2009) results, academic achievement and their elective grades
were considered. Frequency, percentage and chi-square were used as statistical
treatments. The findings revealed that the availability of work after college is the

first consideration of students in choosing a course in college.

Most of the

students prefer to take scientific related field courses, or the popular courses for
Filipinos. The least preferred course are in the Agricultural field.

The BOPI

results showed that most of the student-respondents are suited to take

professional courses. Students preferred course is related to their BOPI result
as well as to their fathers occupation.

Other factors such as mothers

occupation, monthly family income, students sibling position and students third
year general average grades are not related to the students preferred course in
college to their BOPI results. BOPI results are significantly related to the
students elective course grades.
Students career success can be best attained if proper guidance is given
in choosing the right course in college, suited to students personality, ability and
intellect. Helping student choose the career that suits them can be done by
integrating career plan with the curriculum so that students can make good
decisions in what course to take in college. Collaborative effort of the school
administrations, guidance counselor and parents should also be made to comeup with better career plan for every individual students.

Synthesis
The presented related literature and studies served as the theoretical and
conceptual anchorage of this research. An emphasis on the peak time to change
the curriculum from the 10-year basic education to K to 12 Basic Education

Curriculum is very relevant in this study. Specifically, the focus on technicalvocational and livelihood skills that the learners will acquire on the specific track.