TESDA TRAINING IN DEVELOPMENT OF SPECIALIZED SKILLS AMONG BTLED STUDENTS: BASIS FOR ACTION PLAN

Abstract

This study aimed to assess how TESDA training influences the development of specialized skills among BTLED students. The research focuses on the participants' demographic characteristics, the effectiveness of TESDA training, and the extent of skill enhancement in specific areas such as food and beverage, housekeeping, and bread and pastry. The study involved 30 students selected through purposive sampling and utilized a descriptive methodology to analyze the data. The researcher independently developed a set of questions and conducted a pilot test to ensure their validity. Questionnaires were administered to the participants using a four-point Likert scale. The researchers analyzed the collected data through percentage calculations, ranking, and weighted means. The demographic analysis reveals that most participants are females aged 21 to 25, primarily in their fourth year of study, who hold National Certificates in food and beverage, housekeeping, and bread and pastry, with equal representation across these fields. Regarding the effectiveness of TESDA training, respondents strongly agree that it is vital for improving their skills, performance, and work attitudes. The findings highlight the positive impact of TESDA training on students' ability to identify opportunities, enhance their competencies, and fulfill their responsibilities effectively. Furthermore, the study explores the development of specialized skills, indicating that TESDA training is particularly effective. Respondents acknowledge the program's significant role in helping them acquire essential skills in food and beverage, housekeeping, and bread and pastry. Overall, TESDA training has improved students' skills, attitudes, and performance in these areas, thereby boosting their employability and providing better access to job opportunities and promotions. This study highlights the significance of TESDA training for BTLED students, as it enhances their knowledge, skills, and employment opportunities. The researchers have suggested an action plan to provide additional support for BTLED students participating in TESDA training, which will contribute to the ongoing development of their specialized skills. This research offers important insights into the effectiveness of TESDA training and establishes a foundation for future investigations into skill development in technical education.