1 Entering the Exits

Introduction

This module is designed for use by teachers. It is intended to help users facilitate the
career decision-making of Grade 12 learners especially in choosing curriculum exit before they
graduate from senior high school. The title of Module 1 “Entering the Exits” means entering a
curriculum exit after Grade 12. The learners will have to choose whether he or she will
proceed to college, do business, will look for a job, or will develop the middle-level skills.

The module will help learners identify their interests and personality traits through
NCAE that will help them choose the curriculum exit suited for them. Through this module,
Grade 12 learners can determine his/her life and career based on chosen curriculum exit.
Lastly, it is expected that at the end of the module, Grade 12 learners will appreciate chosen
life, career and curriculum exit based on one’s interests and personality type.

Total Time Allotment: 120 minutes (2 hours)

I. Objectives

At the end of this module, the learners are expected to:

1. relate the results of the National Career Assessment Examination (NCAE) in choosing
a curriculum exit;
2. determine preferred life and career based on chosen curriculum exit; and
3. appreciate the chosen life, career, and curriculum exit based on one’s interests and
personality type.

Materials
 manila paper/recycled materials
 cartolina
 crayons/colored pens/any coloring materials
 pentel pen
 scissors
 Scotch tape
 copy of NCAE results

Notes to the Teacher:

 You may use alternative materials. The use of recycled materials is highly
encouraged.
 Ask the learners to prepare a notebook for Career Guidance modules one to eight.
Grade 12 learners will be writing their thoughts and feelings in the notebook which
will serve as their journal for their reflections and assignments.

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II. Motivation (15 minutes)

The Senior High Career Party

Note to the Teacher: Prepare music or song for this activity.

Procedure
1. Arrange the chairs on the sides so that space will be maximized for the activities.
2. Tell the learners to dance as the music plays. (If there is no music to be played, ask
the
learners to sing any song that everybody can relate.)
3. Tell the learners that as the music stops they will have to find a partner on the dance
floor. Emphasize that it will provide them a chance to share their interests and
experiences in senior high school with others in the group.
4. Stop the music and ask the learners to share with their partner what is asked in the
first sharing. The music will continue after the first sharing and the learners will find
another partner for the second up to the fourth sharing.
a. First sharing: What are your goals after Senior High School?
b. Second sharing: What are your interests that served as your basis in choosing your
current SHS track?
c. Third sharing: What are your memorable experiences in SHS?
d. Fourth sharing: What curriculum exit do you plan to go after senior high school?

Processing Questions:

1. How did you find the “Senior High Career Party”?

2. What did you feel while sharing your goals, interests, experiences, and chosen
curriculum exit in SHS?

III. Main Activity (50 minutes)

Activity: Golden Doors

Note to the Teacher: Before the activity, prepare the “Golden Doors” (made up of art
or recycled materials) and Gallery of Careers (showing the results of NCAE). See
Appendices 2 and 3 for the materials to use in the activity.

Procedure
1. Set up four doors (which will be called GOLDEN DOORS) in the four corners of the
room to represent the four curriculum exits of Senior High School namely:
Employment, Entrepreneurship, Higher Education, Middle-Level Skills Development.
Note: You can use manila paper or any recycled materials.
2. Set up GALLERY OF CAREERS (showing the areas of occupational interests).
Note: You may print the materials indicated in appendix 3.1 as reference for learners
while appendix 3.2 will be posted on the walls of the room so the learners can
have visuals on the different careers or professions per occupational interest.
3. Ask the learners to bring out the results of their NCAE.
4. Distribute Activity Sheet No. 1―My Occupational Interests.
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 5. Ask the learners to accomplish the first column based on the results of their NCAE.
6. Allow the learners to walk around the GALLERY OF CAREERS and check the
different careers or professions in the areas of occupational interests based on what is
written in the first column of the activity sheet.
7. Allow the learners to reflect on their current occupational interests based on their self-
assessment and plan after senior high school and ask them to write their answers in
the second column.
Note: In case there are learners who do not have or do not remember their NCAE results,
allow them to accomplish only the second column of the activity sheet.
8. Ask the learners to choose which door (representing the curriculum exits) to exit.
9. Behind the Golden Doors, they will find different worksheets (which symbolizes
opportunities they can grab as they enter any curriculum exit). They will have to
accomplish what the got behind the Golden Doors.
10. Ask the learners to do small group sharing with other learners who chose the same
door they have chosen.
11. Ask some volunteers for the large group sharing.

Processing Questions:
1. Did you experience mismatch of occupational interests based on your NCAE results
and based on your self-assessment and plan after senior high school?
2. What occupational interest will you consider in choosing a curriculum exit?
3. After doing the activity, what realizations or insights did you have as a senior high
school learner who is about to exit after few months?

IV. Lecturette (15 minutes)

In order to guide the conduct of career guidance at the school level and to ensure
the development of skills and competencies required in the world of work, the
Department of Education has been conducting career assessment to Grade 9 students
through the National Career Assessment Examination (NCAE). The NCAE aims to
provide guidance to individual learners for their future educational and career choices.
It also provides the basis for profiling learners’ aptitude in the four Senior High School
tracks.
There are three domains measured in the NCAE. These are the General Scholastic
Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for Senior High
School Tracks. The GSA measures the learner’s reading comprehension and scientific,
verbal, mathematical, and logical reasoning ability. The OII is a checklist of
occupational interests that provides an assessment of inclinations or preferences for
comprehensive career guidance. The Aptitude for SHS Tracks determines the learner’s
inherent capacity to succeed in the SHS tracks.
A profile chart of the students’ occupational inclinations and preferences through
the identified cluster occupations is provided in the results of the NCAE. The test is
being administered to all Grade 9 learners who are currently enrolled in public and
private schools with government permit or recognition. Moreover, learners with special
needs may also be assessed provided that test accommodations are met. (as per DepEd
Order No. 55, s. 2016 Sec. 9)

Module 1 Page 3
 Helping people make career decisions have been fundamental to counseling
psychology since its emergence as a profession, and it continues to be central to its
identity today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology, 2010).
After acquiring all the knowledge, skills, and attitude and being aware of
their interests and personality types, Grade 12 learners will now choose the curriculum
exit they will pursue after senior high school. Grade 12 learners may choose to work
immediately since they are of legal age and have the competencies to perform a specific
job, or to pursue a business they can start to earn money. They may also proceed to
higher education and pursue a degree course or take up any Technical Education
and Skills Development Authority (TESDA) courses for middle-level skills development.

Employment. Any senior high school graduate who plans to work after senior high
school can check with the Public Employment Service Office (PESO) in their locality
for possible job vacancies, or they can browse in the Department of Labor and
Employment website, www.ble.dole.gov.ph for possible local employment.

Entrepreneurship. Senior high school graduates who plan to pursue

the entrepreneurship exit will have to consider many things. They have to be cautious
lest they end up losing money invested in the business. The Philippine Business Industry
(as cited in http://www.biznewsph.com/p/business-ideas-in-philippines.html, 2012) has
come up with a list of ideas where prospective entrepreneurs can start and grow their
own business in the Philippines. (See Appendix 3: List of Business Ideas in the
Philippines.)

Higher Education. Senior High School graduates who would want to pursue a degree
course in higher education may directly inquire at any colleges and universities in their
area. They may also inquire at www.ched.gov.ph, the official website of the
Commission on Higher Education (CHED) for the recognized programs of schools per
region.

Middle-Level Skills Development. Senior high school learners who may want to
pursue middle-level skills development after finishing a specific track and strand in
senior high school may inquire at their local TESDA offices for the courses offered in
their locality. Those who went to Technical Vocational Livelihood Track and earned a
National Certification Level II may apply for a higher level of national certification if
they opt to.

Senior high school graduates may go to any curriculum exit regardless of the SHS
track they took. If a learner took up a TVL Track, he/she can still enroll in college to
pursue higher education. Moreover, after entering a specific exit, any SHS graduate
may proceed to another exit. For example, a graduate who chooses to pursue higher
education and gets employed after graduation may enter into a business or pursue
middle-level skills development while employed.

Nonetheless, whatever curriculum exit senior high school graduates pursue is

their own decision. They only have to maximize their talents and resources in order to
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 be successful. As what author and speaker Mack R. Douglas said, “You are
responsible for everything you do.”

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V. Application (15 minutes)

Activity Sheet No. 2: My Entry Point in the Exit

Procedures:

1. Provide each learner with paper and coloring materials.

2. Ask them to draw a symbol to represent the life and career they imagined after
entering a specific curriculum exit.
3. Instruct them to briefly explain why they have chosen the symbol and share their
appreciation to their imagined life, career, and curriculum exit in the future.
4. Ask some volunteers to share their output.

Processing Questions
1. Why did you choose that symbol?
2. How does it relate to your choice of curriculum exit after Senior High School?

VI. Reflection (10 minutes)

Journal Reflection 1

Ask the learners to write in their Career Guidance Journal their reflection about “My
Meaningful Exit from Senior High School.”

VII. Evaluation (15 minutes)

Activity Sheet No. 3: My Plan to Exit

Instructions: Write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work
if you plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry
you want to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan
to proceed to this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the specific
skilled courses if you plan to proceed to this exit and indicate when.

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Note: This activity emphasizes that senior high school graduates can go to any
curriculum exit regardless of the SHS track they took. Moreover, after entering a specific exit,
the SHS graduates may pursue another exit.

Occupational Specific
Preferred Curriculum Exit
Interests based Career or
on preferred Profession Middle-Level
occupational based on Employment Entre- Higher Skills
interests Occupational preneurship Education Development
Interests
Rank Profes- Teacher Secondary Cakes and Bachelor Bread and
1 sional School Pastries of Pastry
Services Teacher (2026) Secondary Production
(2022–2052) Education (2025)
(2018–
2022)
Rank (Write your (Write the (Write the (Put the
2 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)
Rank (Write your (Write the (Write the (Put the
3 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)

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Appendix 1
Activity Sheet No. 1
My Occupational Interests

Instructions: In the first column, write your occupational interests based on the results of your
NCAE. In the second column, reflect on your current occupational interests and
plan after senior high school.

Occupational Interests Occupational Interests (based on preference

(based on NCAE Results) and plan after senior high school)

Rank 1

Rank 2

Rank 3

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Appendix 2
Materials for GOLDEN DOORS
2.1Bio-Data
Bio-Data

Name: Position Applied for:

Age: Sex: Contact No.:
Address:
Educational Background:
Elementary: Year Graduated:
Secondary:
Junior High School: Year Completed:
Senior High School: Year Graduated:

Bio-Data

Name: Position Applied for:

Age: Sex: Contact No.:
Address:
Educational Background:
Elementary: Year Graduated:
Secondary:
Junior High School: Year Completed:
Senior High School: Year Graduated:

Bio-Data

Name: Position Applied for:

Age: Sex: Contact No.:
Address:
Educational Background:
Elementary: Year Graduated:
Secondary:
Junior High School: Year Completed:
Senior High School: Year Graduated:

Bio-Data

Name: Position Applied for:

Age: Sex: Contact No.:
Address:
Educational Background:
Elementary: Year Graduated:
Secondary:
Junior High School: Year Completed:
Senior High School: Year Graduated:

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Appendix 2
Materials for GOLDEN DOORS
2.2 Business Permit

BUSINESS PERMIT

Name of Business:
Name of Owner:
Location of Business:
Nature of business:
Permit number:

BUSINESS PERMIT

Name of Business:
Name of Owner:
Location of Business:
Nature of business:
Permit number:

BUSINESS PERMIT

Name of Business:
Name of Owner:
Location of Business:
Nature of business:
Permit number:

BUSINESS PERMIT

Name of Business:
Name of Owner:
Location of Business:
Nature of business:
Permit number:

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Appendix 2
Materials for GOLDEN DOORS
2.3 College Application Form
(You may use other materials if reproduction of this appendix is not possible.)

COLLEGE APPLICATION FORM

Name: Course Applied for:

Age: Sex: Contact No.:
Address:
Secondary School Graduated:
Awards Received:

COLLEGE APPLICATION FORM

Name: Course Applied for:

Age: Sex: Contact No.:
Address:
Secondary School Graduated:
Awards Received:

COLLEGE APPLICATION FORM

Name: Course Applied for:

Age: Sex: Contact No.:
Address:
Secondary School Graduated:
Awards Received:

COLLEGE APPLICATION FORM

Name: Course Applied for:

Age: Sex: Contact No.:
Address:
Secondary School Graduated:
Awards Received: _

COLLEGE APPLICATION FORM

Name: Course Applied for:

Age: Sex: Contact No.:
Address:
Secondary School Graduated:
Awards Received:

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Appendix 2
Materials for GOLDEN DOORS
2.4 TESDA National Certification
(You may use other materials if reproduction of this appendix is not possible.)

COMPETENCY ASSESSMENT RESULTS

Name of Candidate:
Title of Qualification/Cluster of Units of Competency:
Name of Assessment Center:
Assessment Results: Competent Not Yet Competent
Recommendation: For issuance of NC/COC For submission of additional
documents Assessed by: Attested by:
Date: Date:

COMPETENCY ASSESSMENT RESULTS

Name of Candidate:
Title of Qualification/Cluster of Units of Competency: Food and Beverage Services
II Name of Assessment Center:
Assessment Results: Competent Not Yet Competent
Recommendation: For issuance of NC/COC For submission of additional
documents Assessed by: Attested by:
Date: Date:

COMPETENCY ASSESSMENT RESULTS

Name of Candidate:
Title of Qualification/ Cluster of Units of Competency:
Name of Assessment Center:
Assessment Results: _ Competent Not Yet Competent
Recommendation: For issuance of NC/COC For submission of additional
documents Assessed by: Attested by:
Date: Date:

COMPETENCY ASSESSMENT RESULTS

Name of Candidate:
Title of Qualification/ Cluster of Units of Competency:
Name of Assessment Center:
Assessment Results: Competent Not Yet Competent
Recommendation: For issuance of NC/COC For submission of additional
documents Assessed by: Attested by:
Date: Date:

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Appendix 3
Handout: Areas of Occupational Interests

A. Science B. Natural Sciences

Medicine Specialized Areas
A1 Optometrist B1 Biologist
A2 Doctor of Medicine/Cardiologist/ B2 Botanist
Oncologist/Radiologist/ B3 Zoologist
Orthopedic Surgeon B4 Chemist
A3 Surgeon (All B5 Geologist
fields) A4 Dermatologist B6 Geographer
A5 Dentist B7 Volcanologist/Seismologist
A6 Veterinary Medicine
A7 Forensic Analyst

Allied Medicine
A8 Speech Pathologist/Physical
Therapist/Occupational
Therapist

Allied Health Professions

A9 Nurse
A10 Medical Technologist
A11 Geneticist/DNA Analyst
A12 Pharmacist
A13 Food Technologist

Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor

Health and Wellness Support Staff

A16 Therapy Assistant
A17 Nursing Aide/Caregiver
A18 Laboratory Aide
A19 Optical Aide
A20 Laboratory Encoder/X-Ray
Technician/Laboratory Technician
A21 Medical Transcriptionist
A22 Medical Secretary
A23 Medical Sales Representative/
Medical Advertising Representative
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 A24 Hospital Utility Worker
A25 Gym Instructor
A26 Spa Aide

C. Aquaculture and Agriculture/Forestry D. Engineering

Specialized Areas Specialized Area
C1 Aquaculturist D1 Mechanical Engineer
C2 Agriculturist D2 Biological Engineer
C3 Forest Ranger D3 Civil Engineer
C4 Floriculturist D4 Safety Engineer
C5 Herbologist D5 Mining Engineer
D6 Electrical Engineer
Support Staff D7 Agricultural Engineer
C6 Fishing Boat D8 Chemical Engineer
Captain C7 Fishing D9 Geodetic Engineer
Crew D10 Marine Engineer
C8 Forester D11 Structural Engineer
C9 Farmer
C10 Canning Worker Support Staff
C11 Plant Hobbyist D12 CP-Radio Technician/Electronic
Technician/Aircon Technician
D13 Car-Auto Machinist (Mechanic)

E. Business and Finance/Commerce F. Professional Services

Finance Specialized Area:
E1 Economist Law The Court
E2 Banker F1 Judge
E3 Financial Analyst F2 Lawyer
E4 Accountant F3 Legal Associate
E5 Budget F4 Clerk of Court
Officer E6 F5 Legal Secretary/Legal Clerk
Bookkeeper
Specialized Area: Education
Business Teaching
E7 HR Manager F6 Pre-school Teacher
E8 Sales
Manager F7 Elementary School
E9 Warehouse Supervisor/Stock Teacher F8 High School
Room Supervisor Teacher
E10 Marketing Officer F9 College Professor
E11 Advertising Executive
F10 (Post) Professor in Graduate
E12 Statistician/Actuarial
School Masters or Ph.D. Courses
Mathematician
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 E13 Real State Broker

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 Support Staff School Administration
E14 On-line Sales Agent F11 School Head
E15 Call Center Agent F12 Registrar
E16 Sales Clerk
E17 Sales Representative Guidance and Counseling
E18 Store Keeper F13 Guidance Counselor
E19 Cashier
Support Staff
E20 Sales Record
F14 Librarian
Officer E21 Office
F15 Teacher Aide/ School
Clerk
Aide F16 Technical-Vocational
E22 Sales Promoter/Promo
Aide F17 School Clerk
Merchandiser
F18 School Janitor
E23 Small Scale Store Owner
F19 School Canteen
E24 Security Guard
Helper F20 School Security
Officer

G. Personal Services H. Computers and Technology

Transportation and Travel IT and Cyber Services
Transportation: Specialized Areas H1 Web Designer
G1 Aviation-Pilot H2 Web Analyst
G2 Air Tower Comptroller H3 Web Programmer/Software
G3 Air-Radio Comptroller Programmer
G4 Marine Ship Captain H4 Computer Games Programmer
G5 Chief Mate H5 IT Instructor
H6 Database Analyst
Support Staff
G6 Flight Attendant Support Staff
G7 Aircraft Technician H7 Animator/Cartooonist
G8 Airline Ground H8 Data Encoder
Crew G9 Seaman H9 Computer Repairman/
G10 Messman/Cook Computer Technician
G11 Driver H10 Computer Clerk
G12 Ticketing Clerk H11 Computer Aide
H12 Computer Drafter
Tourism and Hospitality Industry H13 IT Sales Clerk
Hotel Administration
G13 Hotel and HR Manager
G14 HR Supervisor
G15 Hotel/Building Maintenance
Supervisor
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Module 1 Page 17
 Hotel Support Staff
G16 Front Desk Clerk/Reservation
Clerk/Billing Clerk
G17 Chef/Pastry/Bread Maker
G18 Barista
G19 Hotel Attendant
G20 Elevator Attendant
G21 Chambermaid

Tourism Support Staff

G22 Travel Agent
G23 Tour Guide
I. Media and Communication J. Community Services
Communication and Broadcasting Community Governance
Specialist Administration and Specialized
I1 Mass Communication Journalist Services
I2 Newscaster J1 Barangay Officer
I3 News Editor J2 Barangay Health Official
I4 Radio J3 Social Worker
Announcer I5
Sound Engineer
Community Support Staff
Support Staff J4 Barangay Cleaners
I6 TV Operator J5 Barangay Clerk
I7 Cameraman J6 Barangay Aide
I8 Radio Technician J7 Rescue Volunteer
I9 Dubber
I10 Voice over Talent
I11 Proofreader
I12 Caricaturist
I13 Comics Illustrator
I14 Photographer
K. Architecture and Construction L. The Arts
The Performing Arts Theater, Movies
Professional Services and Television Program
K1 Building Architect/Architect
K2 Landscape Architect Theater/Movie Professionals
K3 Interior L1 Director
Designer K4 L2 Artist/Actor
Surveyor L3 Film Maker
K5 Real Estate Developer L4 Entertainer
Construuction Service and
Theater and Movie Support Staff
Support Staff
L5 Set Designer
K6 Foreman
L6 Lights Designer
K7 Mason
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Module 1 Page 19
 K8 Pipe L7 Costume Designer
Welder K9
Painter
Other Artistic Areas: Painting, Music
K10 Wood Carver and Literary Works
L8 Musical Composer or
K11 Iron Grill Welder
Arranger L9 Book Author
K12 Pottery Maker L10 Water Color Painter
K13 Building Aide
K14 Landscaper
K15 Carpenter
M. Fashion N. Military and Law Enforcement
Garments/Hairstyle/Cosmetics Parlor
Services/Jewelry and Accessories Military Services
N1 Military Officer
Garments, Linens and Textile N2 Air Force Officer
Industry
M1 Fashion Designer N3 Military Training Ofificer
M2 Master Cutter N4 Camp Strategist
M3 T-shirt Designer
Law Enforcement
M4 Silk Screen
N5 Police Officer
Maker M5
N6 Prison Warden
Textile Technician
N7 Police Desk Officer
M6 Fabric
N8 Investigator
Wholesaler
M7 Curtains/Bedding Sewer
Hairstyle, Cosmetics and N9 Police Aide
Other Parlor Services N10 Traffic Enforcer
M8 Make-up Artist N11 Criminologist
M9 Hair Stylist N12 Fingerprint Analyst
M10 Hair Cutter
M11 Hair Spa Aide
M12 Manicurist

Jewelry and Fashion

Accessories
M13 Jewelry Maker/Goldsmith
M14 Beadworks Maker
M15 Shoe Maker
M16 Bag Maker

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 O. Spiritual Vocation
O1 Priest/Pastor/Imam
O2 Spiritual Counselor/Nun

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Appendix 4
List of Business Ideas in the Philippines

1. Web Development and SEO 36. Wedding Planner

(Search Engine Optimization) 37. Video Producing
2. Online Selling 38. Candle Making
3. Food Cart 39. Candy Making
4. Free Range Farming 40. Card Making and Designs
5. Sari-sari Store 41. Scrapbook Making
6. Garage Sale 42. Pet Grooming
7. T-shirt Design/Printing 43. Landscaping Services
8. Bakeshop 44. Ebook Selling
9. Catering 45. Tarpaulin Printing Business
10. Natural Beauty Products Selling 46. Restaurant Business
11. Giveaways, Souvenirs and Invitations 47. Barber shop/Beauty Salon
12. Franchising 48. Cell Phone Loading Business
13. Outsourcing 49. Ukay-Ukay Business
14. Money Remittance Business 50. Street Food Business
15. Real Estate Buy and Sell 51. Appliance Repair Business
16. Event Planning and Organizing 52. Dance Instructor/tutorial Business
17. Pawnshop 53. Travel and Tours
18. Warehouse and Office 54. Money Exchange Business
Equipment Business 55. Fitness Coach
19. Online Trading/Auction 56. Cold Food and Beverages Selling
20. Micro-Lending Company 57. Headhunting Business
21. Water Refilling Station 58. Wedding Photography & Videography
22. Flower Shop 59. App Development
23. Fishing Business 60. Launch a Hotel in Boracay
24. Meat Shop 61. French Fries
25. Laundry shop 62. Hamburger Stall
26. Rice Retailing 63. Fried Chicken Stall
27. Home Made Accessories 64. Ice Cream
28. Vegetable Stand
29. Small Eatery or Canteen
30. Yoga Class
31. Architectural Firm
32. Law Firm
33. Air Charter Services
34. Hotel Supplies
35. Wine Depot/Liquor Shop

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Appendix 5
Activity Sheet No. 2
My Entry Point in the Exit

Directions: Draw a symbol to represent the life and career you imagine to have after entering
your chosen curriculum exit. Briefly explain why you have chosen the symbol.

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Appendix 6
Journal Reflection No. 1
My Meaningful Exit from Senior High School

(Use your journal notebook for Career Guidance.)

__

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Appendix 7
Activity Sheet No. 3
My Plan to Exit

Instructions: Please write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if
you plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you
want to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to
proceed to this exit and indicate when.
4. In the seventh column (Middle Level Skills Development), put the specific
skilled courses if you plan to proceed to this exit and indicate when.

Occupational Specific Preferred Curriculum Exit

Interests Career or
based on your Profession Middle-Level
preference based on Employment Entrepre- Higher Skills
and plan after Occupational neurship Education Development
Senior High Interest
School
Rank
1

Rank
2

Rank
3

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