Assessing the Readiness of Hospitality Management Students for TESDA Housekeeping NC II Certification: Implications for Competency-Based Curriculum Enhancement in a Philippine State University

Competency-based certification has become an important indicator of workforce readiness in the hospitality industry. In the Philippines, the Technical Education and Skills Development Authority (TESDA) Housekeeping National Certificate II (NC II) serves as a national benchmark for assessing the practical skills required in accommodation and housekeeping operations. This study assessed the readiness of Bachelor of Science in Hospitality Management students at North Eastern Mindanao State University–Cagwait Campus for Housekeeping NC II certification. Specifically, it determined the respondents’ demographic profile, assessed their readiness in terms of Basic, Common, and Core Competencies, and examined whether significant differences existed when readiness was analyzed according to sex, age, and year level.
The study employed a quantitative descriptive-comparative research design. Data were gathered from 100 BSHM students selected through stratified random sampling using a structured survey questionnaire based on TESDA Housekeeping NC II competency domains. Descriptive statistics, independent-samples t-test, and one-way analysis of variance were used to analyze the data.
Findings revealed that students were generally Not Ready for Housekeeping NC II certification across all competency domains, with mean scores of 1.64 for Basic Competencies, 1.66 for Common Competencies, and 1.67 for Core Competencies. A significant difference was found in Basic Competency readiness when grouped according to sex. Significant differences were also observed across all three competency domains when grouped according to age and year level. These results suggest that students’ readiness is influenced by maturity, academic progression, and exposure to practical learning experiences.
The study concludes that stronger competency-based instruction, early practical exposure, regular readiness assessment, and enhanced housekeeping laboratory training are needed to improve students’ preparedness for TESDA certification and future employment in the hospitality industry

competency-based education, Housekeeping NC II, hospitality management, student readiness, TESDA certification

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