Technology and Livelihood Education

Last updated

Technology and Livelihood Education (TLE) is one of the learning areas of the Secondary Education Curriculum used in Philippine secondary schools. [1] As a subject in high school, its component areas are: Home Economics, Agri-Fishery Arts, Industrial Arts, and Information and Communications Technology. [2]

Contents

TLE is also referred to as CP-TLE for Career Pathways in Technology and Livelihood Education. [3] The 2010 Secondary Education Curriculum allocates 240 minutes per week for CP-TLE, which is equivalent to 1.2 units. However, CP-TLE is required to include practical work experience in the community, which may extend beyond its specified school hours. [4] [5]

Curriculum


The Technical-Vocational Education-based TLE is focused on technical skills development in any area. Five common competencies, based on the training regulations of the Technical Education and Skills Development Authority (TESDA), are covered in the exploratory phase (Grades 7 and 8): mensuration and calculation, technical drafting, use of tools and equipment, maintenance of tools and equipment, and occupational health and safety. The specialization phase is from Grades 7 to 12.

The Entrepreneurship Education-based TLE is focused on the learning of some livelihood skills every quarter, so that the student may be equipped to start a small household enterprise with family members. It covers three domains: Personal Entrepreneurial Competencies, Market and Environment, and Process and Delivery. The five common competencies from TESDA are integrated in the Process and Delivery domain. [6] §−

Expansion

The 2010 Secondary Education Curriculum expanded the CP-TLE to include additional special curricular programs. This makes a total of six programs: Special Program in the Arts (SPA), Special Program in Sports (SPS); Science and Technology, Engineering, and Mathematics Program (STEM Program, previously called ESEP), Special Program in Journalism (SPJ), Technical-Vocational-Livelihood Education (TVE), and Special Program in Foreign Language (SPFL). [4]

Related Research Articles

<span class="mw-page-title-main">Vocational education</span> Studies that prepare a person for a specific occupation

Vocational education is education that prepares people for a skilled craft. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE. TVE refers to all forms and levels of education which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVE focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.

Education in the Philippines is compulsory at the basic education level, composed of kindergarten, elementary school, junior high school, and senior high school. The educational system is managed by three government agencies by level of education: the Department of Education (DepEd) for basic education; the Commission on Higher Education (CHED) for higher education; and the Technical Education and Skills Development Authority (TESDA) for technical and vocational education. Public education is funded by the national government.

<span class="mw-page-title-main">Technical Education and Skills Development Authority</span> Philippine vocational and skills authority

The Technical Education and Skills Development Authority serves as the Philippines' Technical Vocational Education and Training (TVET) authority. As a government agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education and Skills Development Authority(TESDA). Its goals are to develop the Filipino workforce with "world-class competence and positive work values" and to provide quality technical-educational and skills development through its direction, policies, and programs.

The Science, Technology, Engineering and Mathematics Education Program is a science and mathematics-oriented curriculum devised for high schools in the Philippines. The STEM program is offered by specialized high schools, whether public or private, supervised by the Department of Education. Currently, there are 110 high schools offering the STEM program, the majority being public. It was piloted in 1994 by the Department of Science & Technology (DOST).

CAP College Foundation, Inc., formerly named Correspondence Accreditation Program for College Foundation, Inc., is a private, non-sectarian distance learning college in the Philippines.

The University of Southern Philippines Foundation (USPF) is a private, non-sectarian university in Cebu City, Philippines.

The Student Technologists and Entrepreneurs of the Philippines is an organization formed by the consolidation of the former Future Farmers of the Philippines (FFP), Future Homemakers of the Philippines (FHP) and Future Agricultural Homemakers of the Philippines (FAHP) organizations. Its membership is composed mainly of high school students and out-of-school-youth (OSY).

<span class="mw-page-title-main">Amaya School of Home Industries</span> Public high school in Cavite, Philippines.

Amaya School of Home Industries is a public high school located at Sahud-Ulan, Tanza, Cavite, Philippines. The school was established by virtue of Republic Act No. 3987 which was approved on June 18, 1964.

<span class="mw-page-title-main">Asian College of Technology</span> Private college in Cebu, Philippines

Asian College of Technology, officially the Asian College of Technology - International Educational Foundation, is a private college in the Philippines, located in Cebu City and Talisay City, in the Cebu province.

<span class="mw-page-title-main">Castillejos National High School</span> Public high school in Zambales, Philippines

Panget National High School is a school located in Castillejos, Zambales, Philippines. It provides education from Grade 7 to 12. Beside the school was the Villafor Elementary School. The school has different clubs that student can join in.

Laguna State Polytechnic University is a state university in the province of Laguna, Philippines, with four regular campuses and several auxiliary sites. It is currently classified as SUC Level III.

<span class="mw-page-title-main">Colegio de Montalban</span> Public college in Rizal, Philippines

Colegio de Montalban is a government-funded university in Kasiglahan Village, Rodriguez, Rizal, Philippines. It was established on September 25, 2003 by virtue of Municipal Ordinance No. 03-24, and approved by the Sangguniang Bayan ng Rodriguez to provide vocational-technical and higher education to help alleviate poverty.

Davao del Norte State College is a public college in New Visayas, Panabo, Philippines, that provides instruction and progressive leadership in education, engineering, arts, sciences, fisheries, and other fields.

<span class="mw-page-title-main">Laguna College of Business and Arts</span>

Laguna College of Business and Arts (LCBA), formerly known as the Laguna Institute, is a private, non-sectarian institution located in Calamba, Laguna, Philippines.

<span class="mw-page-title-main">Bulusan National Vocational Technical School</span> School in Sorsogon, Bicol Region, Philippines

Bulusan National Vocational Technical School is a public vocational and technical school at the entrance of San Jose, Bulusan, Sorsogon. It was founded through the effort of the local government and the first administrator, Jose Geñorga, TESDA Vocational School Administrator II, approved 1995 by the Philippine Congress. At present, it is run by Technical Education and Skills Development Authority (TESDA) of Department of Labor and Employment.

<span class="mw-page-title-main">Guzman College of Science and Technology</span> Private college in Manila, Philippines

Guzman College of Science and Technology is one of the institutions founded by Don Zacarias P. De Guzman in 1947. It is a vocational college in Manila, the Philippines. Don Zacarias began the college out of sympathy for unemployed individuals who needed work after the devastation of World War II. Louie De Guzman, former head of Guzman College and son of Don Zacarias, has stated that the school has gained enough renown that "leading politicians would be invited on graduation to challenge the graduates."

Pangasinan School of Arts and Trades, also referred to as PSAT, is a government institution of technical vocational education and training higher learning located in Alvear Street, Lingayen, Pangasinan, Philippines. PSAT is duly registered by the Technical Education and Skills Development Authority. All PSAT programs are accredited by the Technical Education and Skills Development Authority (TESDA).

<span class="mw-page-title-main">Tagum National Trade School</span> Public high school in Davao del Norte, Philippines

Tagum National Trade School (TNTS) is the only vocational of the five main public high schools in Tagum City, under the jurisdiction of the DepEd Division of Tagum City and Technical Education and Skills Development Authority. It was founded on August 1, 1972. The institution cater students from Tagum City and the province of Davao del Norte.

<span class="mw-page-title-main">Calumpang National High School</span> Public high school in Laguna, Philippines

Calumpang National High School (CNHS), formerly Calumpang Public High School, is a public secondary high school in Nagcarlan, Laguna, Philippines, established on July 14, 1966.

Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.

References

  1. ↑ Department of Education Order No. 37 (2003) [ permanent dead link ]
  2. ↑ Department of Education Memorandum No. 468 (2008) [ permanent dead link ]
  3. ↑ Department of Education Memorandum No. 399 (2009) [ permanent dead link ]
  4. 1 2 Department of Education Order No. 76 (2010) [ permanent dead link ]
  5. ↑ "Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL) Track | Department of Education" . Retrieved 2024-12-03.
  6. ↑ Department of Education Order No. 67 (2012), Enclosure No. 2 [ permanent dead link ]
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.