Contributory Factors Affecting Strengthened Technical Vocational Educational Program (STVEP) Students' Performance in Tesda National Certification

Abstract

INTRODUCTION

Governments around the world are introducing a range of strategies aimed at improving the financing and delivery of education services and emphasizing improvement quality as well as increasing equity and access. The Department of Education goals is to equip high school students with applicable skills through the Strengthened Technical-Vocational Education Program (STVEP) in order to prepare them for higher education, the world of work and entrepreneurship. The endeavor of this study was to assess the Strengthened Technical-Vocational Educational Program (STVEP) students' performance in TESDA National Certification of Calamba Bayside National High School.

METHODS

The study employed the descriptive research design to determine descriptive information with regard to the contributory factor affecting the STVEP students' performance in TESDA National Certification in Calamba Bayside National High School (CBNHS). The study used 29 STVEP teachers and 717 fourth year students.Two sets of questionnaire checklist were utilized. The first instrument used in this study was a survey questionnaire based on the TESDA' Training Regulations. The second instrument was the records of the principals' office on the result of NC II from S.Y 2012-2015.

RESULTS

The Strengthened Technical-Vocational Education Program (STVEP) is effectively implemented by Calamba Bayside National High School in as much as teachers' competencies/skills are concerned; the STVEP students' performed well in TESDA National Certification. The study found out that the STVEP teachers performed highly proficient in Dressmaking (4.64); Bread and Pastry (4.56); Cookery (4.56); Consumer Electronics Servicing (4.70); Electrical Installation Maintenance (4.68). In terms of availability of tools and equipment, there is an average mean of 3.63 on tools mirrored the Moderately Adequate mean level, while 3.289 on equipment reflected the Slightly Adequate mean level and 4.511 parallel the Adequate mean level on facilities. The generated results also yield a correlation that exists between STVEP students' performance in TESDA National Certification and the adequacy of equipment.

DISCUSSIONS

Based on these findings, it is recommended that the school head needs to require all STVEP teachers to undergo TESDA training and advanced training. Moreover, the school head needs to make an Annual Procurement Plan wherein the tools, equipment, and facilities needed will be listed and given priority to support the primary needs of each specialization.