Implementation of Strengthened Technical-Vocational Education Program

Abstract

INTRODUCTION

The Strengthened Technical Vocational Education Program is an effective scheme to properly address the recurrent problem of poverty. It is designed to provide the utmost development of the individual as a total person armed with technical-vocational and academic competencies that will make the person economically established, responsible, law-abiding, productive and competitive in the world of work (Rimando, 2012). This researcher evaluated of the implementation of STVEP in Barobo National High School since there are no formal studies conducted by the school to substantiate the delivery of the program. This work is of great help in managing, operationalizing and designing a quality and responsive program to better serve its stakeholders.

METHODS

The study used the descriptive-evaluation study, which recorded the perceptions of the respondents. The data gathered in the study were obtained from the graduates, parents and the tech-voc teachers of Barobo National High School using a researcher-made instrument that was tested in validity and reliability. Stratified random sampling with substitution using the Slovin's formula was used in the selection of graduates and parents and complete enumeration in the selection of the teachers. Statistical tools used by the researcher in the interpretations of the data gathered were weighted mean, Pearson-r, and One-Way Analysis of Variance (ANOVA).

RESULTS

STVEP was implemented to a greater extent with the total mean score of 3.92. Faculty received the highest mean score of 3.94 (Greater Extent), followed by curriculum and facilities which have the same mean score of 3.91 (Greater Extent). There is no significant difference in the overall evaluation of curriculum and facilities as perceived by the respondents. However, the test of significant difference on faculty suggests that there is a significant difference in the evaluation of the respondents because teachers know more about themselves and know how they implemented religiously the TVE subjects compared to graduates and parents.

DISCUSSIONS

The findings led to the conclusion that choosing the right specialization, school-industry partnership, adequacy of tools and equipment and timely and constructive feedback are the weak areas in the implementation of STVEP. Therefore, an enhancement program was designed to improve the implementation of these areas to better serve the school's stakeholders.