• Standards Facilities

• High quality tools and equipment

• Training for Teachers

Barriers

• Inadequate funds and outdated facilities

• Mismatch between skills taught and industry needs

  
  

One of the supports that we need as teachers is the provision of relevant materials for teaching and learning processes.

I will continue to plan and create padagogical approach suited to different learning competencies set in the strengthened curriculum.

2. What support do you need to implement your action plan?
To effectively implement my action plan, I will need updated learning materials, access to industry-grade baking equipment, and continuous professional development or training workshops. Support from the school administration and collaboration with local bakeries for work immersion opportunities will also be crucial.

3. How will you apply what you learned?
I will apply what I learned by revising my lesson plans to incorporate practical baking techniques aligned with the new curriculum standards. I will also design performance-based assessments that emphasize creativity, food safety, and efficiency. Additionally, I will encourage students to work on small baking business projects to develop their entrepreneurial skills.

2. Policy Recommendation for DepEd:
I recommend that DepEd institutionalize mental health support programs in schools by assigning at least one trained guidance counselor per 500 students and integrating structured socio-emotional learning (SEL) into the curriculum. This will ensure students receive the psychological support they need to thrive academically and personally.

commit to using varied teaching methods to better support my students' different learning needs, and I recommend that DepEd provide more practical, school-based training programs to help teachers apply effective strategies in the classroom.

I recommend that there will be regular worshops for teachers for them to be able to become the best teachers these students could ever have and that learning materials alligned with TESDA be provided.

2. What support do you need to implement your action plan?

   Ans: sufficient funds allocated only for tech pro. School heads should support 100 percent. Deped will create a ready made lesson plan for tech pro for us teachers can focus on teaching the competencies needed.

3. How will you apply what you learned?

   Answer: focus on actively engaging students, promoting critical thinking, and fostering a collaborative learning environment. Use various teaching strategies, such as differentiated instruction, active learning techniques, and real-world applications, to cater to diverse learning styles and needs.

I commit to:
1. Implement a regular monitoring and evaluation (M&E) system within my school/TVET program that includes feedback from learners, industry partners, and trainers. This system will assess the effectiveness, relevance, and industry alignment of TVET courses, and ensure continuous improvement.

2. Integrate industry consultation and local labor market analysis into the curriculum planning process for our TVET programs. This strategy will help align course offerings with current and emerging employment opportunities and address skill gaps identified during the audit.

Policy Recommendation for DepEd

I recommend that DepEd:
1.) Establish a standardized national audit framework for all TVET programs under its supervision. This should include clear indicators for industry relevance, employability outcomes, facility adequacy, trainer qualifications, and student satisfaction, with annual reporting and external validation.

2. Institutionalize a participatory and data-driven national audit system for TVET that involves stakeholders at all levels—school administrators, teachers, students, local industries, and LGUs. This audit should be conducted every 3 years and inform resource allocation, program development, and capacity-building priorities.

Answer

a. Provide basic materials and ingredients

b. Engagement with industry stakeholders

c. Community involvement

As an adviser of two autistic students is a big challenge. I need to be more attentive, watchful and observant since they don’t have SPED teachers to accompany them. Our school is offering an inclusive education that caters not only autistic students but Hearing Impaired or Learners with Special Educational Needs. It is very hard for us as teachers to impart our knowledge and skills since we don’t know the proper way or enough trainings of handling them the they wanted to. There are trainings intended for LSENs but limited no.of participants were sent, therefore not all teachers handling these students are well trained for this specific area.

My recommendation for DepEd is to provide enough Sped teachers to schools who are offering inclusive education so that LSENs students will be provided the proper assistance.

Jeanilyn Sorolla

By offering hands-on experience that enhances understanding, develops critical technical and soft skills, and directly links theoretical knowledge to real-world application, hands-on and competency-based methodologies greatly increase learner engagement and mastery.

For Senior High School (SHS) Tech Prep learners, these pillars ensure relevant, practical training that prepares them for real-world challenges. Schools must continuously invest in teacher development, modern equipment, and strong accreditation systems to maintain high standards. Additionally, industry collaborations can strengthen student readiness by offering exposure to actual workplace conditions.

By reinforcing these three pillars, TVET produces graduates who are skilled, competent, and prepared to meet industry needs. Sustainable efforts in training, monitoring, and collaboration will ensure that vocational education remains a powerful tool for workforce development, economic growth, and lifelong learning. Strengthening these areas secures a future where education remains responsive, adaptive, and effective in shaping the next generation of professionals.