K12 Deped

This study aims to determine the implementation of the Technical Vocational Livelihood (TVL) Work Immersion Program of senior high schools in the Divisions of Marikina City, Pasig City, and Makati City during the school year 2022-2023 as correlate of students' employability competencies and satisfaction. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument. The respondents of the study included 44 work immersion teachers, 327 students, and 57 industry partners. The statistical tools used to treat the data were the percentage, weighted mean, one-way ANOVA, z-test, Pearson r, correlated t-test, and Tukey pairwise comparison. Based on the statistical analysis, the study found out that there were no significant differences in the perceptions of the students, teachers and industry partner respondents on the implementation of the TVL work immersion program as evidenced by the computed F values of 3.00, 1.19, 2.25 and 2.87, respectively, but there were significant differences in the perceptions of the three groups of respondents on the implementation of the TVL work immersion program with regard to students' progress and performance and work immersion supervision as revealed by the computed F values of 7.39 and 6.85. Thus, there was no significant difference between the perceptions of the two groups of respondents on the level of employability competencies of the students pertaining to basic and common competencies as evidenced by the computed Z value of 0.45 and 0.93, respectively but there was a significant difference between the perceptions of the teachers and the industry partners as evidenced by the computed Z value of 4.15 and 3.81, respectively, which are higher than the critical z value of 1.96. Hence, there was a moderate significant relationship between the extent of work immersion implementation, however, there was a high significant relationship between the extent of work immersion implementation and the administrative concerns on the basic employability competencies as shown by its Pearson r of 0.7 with computed t value of 11.34; for the core employability competencies of the two subjects, Bread and Pastry Production and Food and Beverage Services, there was a weak significant relationship in terms of objectives, curriculum implementation, delivery process, students' progress and performance, and work immersion supervision as reflected by their Pearson r's from 2.27 to 3.36 and computed t values from 2.80 to 3.86; for Food and Beverage and Services competencies, there was a moderate significant relationship on delivery process, students' progress and performance, and work immersion supervision as shown by the Pearson r's, 0.40 to 4.9 and computed t values from 5.18 to 5. 77, higher than the critical t value of 1.98; for Bread and Pastry Production and Food and Beverage Services, there was a Very Low Correlation or almost negligible relationship, hence, a nonsignificant relationship exists as evidenced by the Pearson r's of 0.10 to 0.01 and computed t value of 0.10 and 1.01; the level of students' satisfaction has a moderate relationship with the extent of implementation of the TVL work immersion in terms of objectives, curriculum implementation and compliance, delivery process, students' progress and performance, work immersion supervision, and administrative concerns as evidenced by their Pearson r's from 0.42 to 0.59 and the computed t values from 8.34 to 13.17. The study suggested Work Immersion Implementation Exemplars to further enhance the implementation of the TVL Work Immersion Program.

This article explores the implementation of communicative approaches in English as a foreign language (EFL) teaching in Burkina Faso. Ten years after the revision of the syllabi, the implementation of communicative approaches in EFL teaching is still lagging. Teachers are still struggling to enact communicative approaches in the classroom. This article seeks to understand the factors that hinder the achievement of the communicative goals set by policymakers. This article investigates those hindrances under the lens of teachers who are the expected enactors of communicative approaches in the classroom. It used a mixed methodology for data collection, and the participants are teachers and teacher supervisors. Data analysis consisted of the integration of quantitative data into qualitative thematic units of analysis. The findings revealed that the implementation of communicative approaches did not go beyond the definition of the communicative goal and the design of communicative syllab...

Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students’ public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students’ public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semeste...

The understanding of interaction content would enhance one’s understanding of how to communicate efficiently and efficacy among interlocutors. It is vital as the rise of the technology’s devices exploited, and Internet has changed how communication works. One of it, mobile phones, has been utilized as a tool that develops interaction or communication among learners in tertiary academic institutions as it nurtures creative and critical thinking in the academic lessons setting as known as online written interaction. They have adapted these technologies in their academic system; due to its approach which aids synchronous and asynchronous learning towards achieving educational outcomes. Especially, it is basically incontestable as a medium of shared understanding of the messages or information expressed and exchanged globally. The communication process in the academic online written interaction progressed reflects that models of communication expanded to more kinds of communication proc...

The understanding of interaction content would enhance one’s understanding of how to communicate efficiently and efficacy among interlocutors. It is vital as the rise of the technology’s devices exploited, and Internet has changed how communication works. One of it, mobile phones, has been utilized as a tool that develops interaction or communication among learners in tertiary academic institutions as it nurtures creative and critical thinking in the academic lessons setting as known as online written interaction. They have adapted these technologies in their academic system; due to its approach which aids synchronous and asynchronous learning towards achieving educational outcomes. Especially, it is basically incontestable as a medium of shared understanding of the messages or information expressed and exchanged globally. The communication process in the academic online written interaction progressed reflects that models of communication expanded to more kinds of communication proc...

issued on February 1, 2020, DepEd Memorandum (DM) No. 011, s. 2020, titled Creation of a Task Force for the Management of Department of Education Response to Novel Coronavirus Acute Respiratory Disease (2019-nCoV ARD), following the expansion of the DepEd Quick Response and Recovery Team (QRRT) that included 2019-nCoV ARD. The memorandum declares that the DepEd regards the 2019-nCoV ARD as a matter of serious and urgent concern, and supports the overall efforts of the Philippine government to manage this public health situation. 2. On February 2, 2020, the President issued a directive on the containment and neutralization of the spread of the 2019-nCoV ARD. Accordingly, all heads of departments, agencies, offices, and instrumentalities of the government were directed to adopt, coordinate, and implement the said guideline and such other guidelines to be issued by the Inter-Agency Task Force for the Management of Emerging Infectious Diseases in the Philippines created by Executive Order No. 168, s. 2014, with the Department of Health as chairperson. 3. Pursuant to the directive of the President and DM 011, s. 2020, and in consideration of current government efforts to contain the 2019-nCoV ARD, this memorandum is being issued for the information and guidance of DepEd officials, personnel and staff at the Central, Regional and Division Offices and schools nationwide. 4. This memorandum provides a background/situationer on the 2019-nCoV ARD, policy directives, and guidelines in the following enclosures: Enclosure No. 1-Background and Situationer; Enclosure No. 2-Measures for the Prevention and Control of the 2019-nCoV ARD in Basic Education Schools and Offices; Enclosure No.

This study sought to explore the transition experiences encountered by the senior high school graduates of the senior high model schools in region IV-A CALABARZON from the start of their senior high school, during Grade 11, 12, and immersion, and after their graduation. The respondents were composed of eighty graduates of the senior high school program of San Pedro Relocation Center National High School, Cavite National High School, and Tanza National Trade School that took the Technical-Vocational (TechVoc) track which specializes in Information and Communications Technology, Home Economics, and Industrial Arts. The investigation utilized the qualitative type of research using the interpretative phenomenological approach (IPA). The interview questionnaire was the main data-gathering instrument. Thematic content analysis was utilized to analyze the content of the transcript. The salient findings of this study are the following: A synthesis of the specific statements of students’ lived experience of transition into senior high school resulted in five essential themes namely: Perception of various people affects the outlook of students; School support transition through programs and activities; Challenges and adjustments in senior high school; Choosing a career path after graduation; and, Preparing oneself and choosing the right track enhances transition. It is suggested that the schools must perform career guidance orientation and/or any information dissemination for both Grade 10 students and their parents/ guardians; Continue offering extra-curricular activities that promote the use of multi-intelligences; Recognize output, especially efforts done by the students to boost confidence. Further, promote the rewards and recognition program for the students and institutionalize the graduate tracer study program for the school.

Landing a job is one of the expected outcomes behind the huge investment of Philippine education in the implementation of Technical Vocation and Livelihood (TVL). But job far from TVL specialization is a failure to the curriculum. This study assesses the incidence of job mismatch among employed pioneering batches (2018 and 2019) of TVL graduates in Butuan, City Philippines. Factors of job mismatch are also analyzed. A total of 269 employed TVL graduates were surveyed using a researcher-made questionnaire. Statistical analysis reveals a 64% (171) mismatch incidence. Logistic regression analysis further shows that national certification, faculty and instruction, job experience, workers compensation, and family support are significant factors to job mismatch incidence. The study concludes that mismatch between job and skill is highly evident. The findings of this study serve as bases in the creation of intervention initiatives that will improve the implementation of the TVL program. PE...

The outbreak of the Covid-19 pandemic did not only surprise many but also caught most of the academic institutions unprepared. As such, the best option to continue the academic year is to go distance education through flexible learning modes. However, several issues are tied to the implementation of the different modes of learning. To find the most appropriate materials in teaching, this study tried to assess the voice of the learners as one of the considerations in the learning system. Using a descriptive method in which the textual responses from 130 English Major Students were converted to quantitative data to establish patterns and qualitative response analysis to capture the implications of the participants’ responses, the researchers analyzed the proposals of the pre-service teachers and their implications to teaching and learning. Findings reveal that the participants implicitly based their preferences on some considerations. Hence, the diversified instructional materials imp...

The teaching of grammar during classroom meetings is entirely different from the grammar instruction in the new normal. The learning and teaching atmosphere has been more challenging in the contemporary time because people want to be safe and secure as they do transactions. The widespread threats of the pandemic forced humanity to observe mandatory policies and protocols in work, school, and home. Development of language skills is a long time thrust by which ESL teachers carry among their schools. In the Philippine setting, both private and public school teachers share common problems in a different context and situation. The importance of grammar skills can be reflected on the various tasks and activities performed by people in the worksite, academe, and industry. As such, language teachers confront the issues and challenges in the actual ESL classroom where students are expected to learn and master grammar skills among others. Not all students have a good language facility as show...

A huge number of high school and college graduates lack the important knowledge and skills to be effective members of the workforce. This study aimed to describe the socio-demographic profile of TVL (Technicalvocational and livelihood) Senior High School students in a private school in the Philippines-their competency level, work immersion performance, and expectations of employers in terms of the competencies set by regulators. A descriptive correlational method of research was used to get the responses of 18 employers and 84 TVL students. Results suggest that there is no significant difference between the students' competency level and their employers' expected competencies in terms of collaboration, critical thinking, entrepreneurship, environmental literacy, information technology, learning and innovation, lifelong learning, and occupational health. In contrast, a significant difference exists between the two groups in terms of communication and occupational health. No significant difference was found in their work immersion performance when grouped according to sex and socioeconomic classification, but a significant difference was found when grouped according to strand and specialization. The result of this study provides valuable insights for educational institutions, policymakers, and business owners in the Philippines on bridging the gap between the vocational training offered in schools and the needed competencies in the industry.

The COVID-19 pandemic has disclosedamenability; it has also come up with exemplary human resourcefulness patience and potential. Decisions made at present will have long-term results, effects and consequences for the future perspective of education. Choices and options must be dependent on a humanistic as well as realistic vision of education development, and human rights.About 1 billion children are at verge of falling behind due to the shutting down of schools and colleges aimed at containing the spread of COVID-19. To keep the world's children learning, countries have been implementing remote education programs.The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents. Closures of schools and other learning spaces have impacted 94 per cent of the world's student population, up to 99 per cent in low and lower-middle income countries. The main aim of the paper is to study the opportunities as well as the challenges of Covid 19 in the education sector

The first stage of tooth decay begins when chalky white areas on the surface of the tooth appear due to the loss of calcium and build-up of plaque. Bacteria in the plaque then begins to metabolize sugars from food consumed. The buildup of these acids causes tooth enamel to deteriorate, a process referred to as demineralization of the tooth surface. At this phase, tooth decay might still be reversible with the proper treatment-which should be discussed with your dental professional, such as using appropriate brushing technique, a fluoride toothpaste, and applying a topical fluoride treatment. Stage Two: Enamel Decay In stage two of tooth decay, the enamel starts breaking underneath the tooth's surface. At this stage, the natural remineralization process is unable to restore the proper enamel and minerals,

The St Vincent De Ferrer College is envisioned as a primary of competitiveness through affordable quality, creative, innovative and sustainable academic programs/ SVFC Mission To achieve its vision, the St Vincent De Ferrer College shall pursue and commit to develop competent, learned, upright and God-fearing children imbued service to the society through values-oriented, relevant and high academic standard of instruction apropos to the nation's hopes and dreams for a progressive future for all.

An evaluation on the English 7 Learner’s Material used at Amucao High School was conducted to assess its satisfactory rating among teachers and its effectivity to Grade 7 learners. Descriptive method was used to gather and analyze data which includes the mean and standard deviation. Computation of data was followed by using a T-test to determine the statistical difference of the pre-test and post-test and measure the learner’s material effectiveness thru the improvements on the learner’s score before and after using the learner’s material. All data were computed using MS Excel Data Analysis.
The evaluation rating on the learner’s material showed that the teachers who used the material as an instructional material were on satisfactory rating on the content, format, presentation and organization, and accuracy and up-to-datedness of the material. The t-value was lesser than the critical value. The learner’s material content achieved the learning objectives and outcomes with learning activities that develop higher order thinking skills. Its format considered the letter size and font intended for the level and age of Grade 7 learners. Presentation and organization engage learners in understanding the lessons with logical ideas and in enhancing their comprehension skills. Errors were not be found on any presentation of content that are factual, accurate and up-to-date. The effectivity of the learner’s material was not measured by using pre-test and post-test results. The researchers recommend the continues use of the learning material ; The teachers should modify some of activities to cater the needs of all the learners who are in a heterogenous class with different proficiency level learners; DepEd LRMDS evaluation team must take into consideration the evaluation of teachers who used the material; Researchers may include some factors like teaching styles stated on the teacher’s guide that are not indicated in the evaluation checklist.

The role of Social Studies education in the Philippines is crucial to the development of civic competency among its citizens. As such, in 2012, the Philippines has committed itself in equipping its learners a new set of standards and competencies in response to the growing demands of the 21 st century by introducing the K to 12 Basic Education Curriculum. This paper discusses the context of the K to 12 Basic Education Curriculum, and the Department of Education's definition of content and performance standards. Since civic competency is the focus of this paper, the Junior High School Araling Panlipunan (Social Studies) Curriculum content and performance standards for each quarter are analysed. It showed that the Junior High School Social Studies was highly disciplinal. Despite this characteristic, each grade level gave a room for honing civic competency through contextualization of history and economics. Only Grade 10 Social Studies has a direct discussion on civics and civic competency. Moreover, the rest depends on how the social studies teacher would actually integrate civic competency in each topic.

1.Analysis • Shannon-Weaver Model-The sender encodes the message and sends it to the receiver through a channel. The message is sent through a medium. The receiver has to decode the message before understanding it and interpreting it. The channel can have noise and the receiver might not have the capacity to decode which might cause problems in communication process. • Transactional Model – The sender and receiver exchange of messages between where each take turns to send or receive messages. Here, both sender and receiver are known as communicators and their role reverses each time in the communication process as both processes of sending and receiving occurs at the same time. • Schramm's Model-Encoding is done by a sender (transmitter) and sent to a receiver. When data reaches to the receiver, receiver decodes and interprets the data. This data is called a message, and it is transmitted through a medium. Each person is both sender and receiver, so there must be interpretation of the message on each turn. The interpreted data is known as information. This makes communication effective but might cause problems too as the message sent after encoding might not be the same when decoded by the receiver. The model takes communication as a never ending process which constitutes messages and feedbacks. 2.How are the three models similar? How are they different? All three models portray a process of communication where one is the sender and on is the receiver, however there are notable differences in each model. The Shannon-Weaver is the simplest one, only having a source of the message and the destination of it. The Transaction Model has a more complicated design where it pictures a continuous conversation in a direct line where both receive the message and the feedback of the other user. The Schramm Model is similar to the Shannon-weaver in design but it's a simpler version of the transaction model. Rather than a line that goes back and forth the design is a loop, bouncing from the sender giving a message to the receiver which then they will give feedback to the sender.

The main objective of the study is to determine whether meeting the goal of developing the learner’s communicative competence is possible with the final tasks of the Grade 10 English Learner’s Material through analyzing teacher-to-student and student-to-student interaction. Determining the aspects of communicative competence that are implicitly reflected and are not reflected in the final tasks is of corollary interest to the study.
Qualitative content analysis of the final tasks of the Learner’s Material was conducted using the elements of the adapted Schramm’s Interactional Model of Communication as categories in the a priori coding. Reproducibility or inter-rater reliability was utilized to establish the validity of the analysis.
Results of the study showed that not all the final tasks reflect all the elements of the adapted interactional model of communication in both the teacher-to-student and student-to-student interaction. Those that do not complete interaction, which are mostly written outputs done individually without peer assessment, reflect only two out of four key competencies of communicative competence, which are mostly grammatical and discourse competence. Enabling tasks in the lesson which are included in the analysis, however, compensates for the lack of interaction in the final task, and allows the development of all four key competencies.
Results also showed that one final task in the Learner’s Material which is an objective-type of exercise does not develop communicative competence as it fails to complete interaction both in the teacher-to-student and student-to-student interaction.
Considering the number of final tasks that reflect the interactional model and develop the four key competencies of communicative competence both in the teacher-to-student and student-to-student interaction, which is 23 out of 24, the final tasks of the Grade 10 English Learner’s Material mostly develop communicative competence.
The conclusions drawn from these findings were: (1) final tasks which are done individually, without peer assessment, and involve objective-type of exercises develop only the grammatical and discourse aspects of communicative competence among learners; (2) the inclusion of interactional enabling tasks in the lesson to the final tasks allows the development of all four key competencies; (3) using only the final tasks as bases for assessment of competencies the learners develop may render the teachers’ measure of learners’ competencies in a particular lesson incorrect. The implementation of enabling tasks that reflect the needed activities to conduct the final task is crucial.
Based on these findings and conclusions, it is recommended that curriculum developers clarify the need to consider interactional tasks in designing activities that develop communicative competence among learners, and that teachers avoid objective-type of exercises and implement other strategies that compensate for lack of interaction in the suggested tasks.

Critical school services like classroom or building and bus attendance; plus visitor management, secure door access and cafeteria purchases, can all be managed from the cloud. Having services integrated on the cloud provides more transparency, reduces costs, improves accountability, is scalable for small to large districts, and student data is more secure while software is maintained/updated remotely. It's a great way to improve school safety and operate your school more efficiently.