International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue IX, September 2022|ISSN 2454-6186
David D. Gomez, Christopher Paolo E. Mapa
Senior High School Faculty, Divine Word College of Legazpi, Philippines
Abstract: The aim of this study was to track down the chosen exits of the Senior High School graduates of Technical Vocational and Livelihood Track in Home Economics and Information and Communications Technology strands of Divine Word College of Legazpi. The respondents of the study was the entire 92 TVL graduates of DWCL, from School Years 2017-2018, 2018-2019, and 2019-2020. The retrieval rate of the responses is 78.26 % (72 respondents). This study made use of the descriptive design to gather and analyse the needed data. In the results, 93% of the respondents chose Higher Education as their exit after graduating from SHS. Furthermore, 7% of the total population chose a different exit or did not choose at all and are currently unenrolled/unemployed. From the 67 who pursued higher education, 48% took courses which are aligned to their chosen strand in SHS, however, 52% chose a different course. This shows that majority of TVL graduates who have enrolled in college have a mismatched course. Furthermore, when asked about their recommendations or suggestions for the improvement of the TVL track, majority of the respondents suggested to have a more upgraded equipment, facilities, and laboratories for both HE and ICT, as well as to uphold more opportunities to conduct practical tests for major subjects like Cookery, Bread and Pastry, Food and Beverage Service and Computer System Servicing especially during assessment tests, and lastly, to modify the schedule of major subjects which are condensed during Saturdays only.
Keywords: Tracer study, TVL Graduates, TVL SHS Exits
I. INTRODUCTION
According to the American politician, Conrad Burns, “Vocational education programs have made a real difference in the lives of countless young people nationwide; they build self-confidence and leadership skills by allowing students to utilize their unique gifts and talents.”
In School Year 2012-2013, the Philippine educational system adopted and began the implementation of the K-12 Program which comprises 1 year of Kindergarten and 12 years of basic education: 6 grade levels of elementary (Grades 1-6), 4 year levels in Junior High School (Grades 6-10) and an additional 2 year levels for Senior High School (Grades 11-12). There are 3 main goals of the K12 Program which are stated on the Senior High School Manual of Operations Volume 1, it aims to produce graduates who are holistically developed; equipped with 21st century skills (i.e., learning and innovation skills, life and career skills, communication skills, and information media and technology