Knowledge and Money: Readiness and Inclination of Senior High School Graduates

Abstract

INTRODUCTION

K to 12 curriculum of the Department of Education of the Philippines aims to produce lifelong learners who are locally and globally competitive and ready to pursue their desired path namely going to college, working, and starting their own business wherein the SHS students chooses the tracks (Academic, Technical-Vocational-Livelihood, Sports and Arts) that are aligned to these exit points. In this study, we sought to determine the readiness and competitiveness of the first batch of senior high school students in taking up college or engaging themselves in employment.

METHODS

Using a phenomenological study, we applied an interview method and questionnaire to gather data needed to support this study. The participants were chosen through purposive sampling and availability sampling. The following methods are used for a vivid understanding of the senior high school readiness and competitiveness in entering college and engaging themselves in the world of work.

RESULTS

As the first batch of senior high school, participants shared the same insights when it comes to their readiness in going to college and competitiveness in engaging themselves in the workforce. The following are the themes derived from the collected data of the participants:

(1) Readiness in College; (2) Competitiveness in Workforce; (3) Effectiveness of K-to-12 curriculum; (4) Difficulties Experienced after Senior High School, and; (5) Differences of Senior High School to their Chosen Fields and Courses. All the participants believed that the society or the global market look for those who have skills and also knowledge to join the workforce. Most of the greater opportunities are given to those who are academically good and skillfully ready.

DISCUSSIONS

The results exhibit the need for improvement on the implementation of the K to 12 curriculum that will serve as the turning point for students to explore their possible path to take after high school. The practices they experienced from the work immersion and the whole duration of the academic year, let them feel and explore the exit point they took. The more they know the field or course, the easier it is for them to adapt and enjoy their journey to success.