Technical-Vocational Teacher Education

EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

MY COMPREHENSIVE LEARNING DISCOURSES

An Integrative Paper Presented

In Partial Fulfillment of the Requirements for the Course
Educ 3: The Teacher and the Community, School Culture and Organizational Leadership
with focus on the Philippine TVET System

By

ANGELINE P. QUIJANO
BTVTED 1 – 1A

2nd Semester AY 2020-2021

I. Introduction (In 1-2 paragraphs, articulate on this part your basic philosophy as future
educators of TVET institution/ school, key concepts gained based on the topics covered, and
your expectations and prospects after taking this course.)

I was able to create my own viewpoint on being a future educator of TVET institutions as well as
what makes a good teacher during the second semester at Bicol University while taking BTVTED
Drafting Technology. The purpose of this paper is to showcase the information and skills gained

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Technical-Vocational Teacher Education
EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

throughout the course. A complete personality assessment of myself was successfully prepared with the
support of professor Mr. Apin teaching on EDUC 3: The Teacher & the Community, School, Culture, &
Organizational Leadership with an emphasis on the Philippine TVET System. As a potential TVET
institution teacher, this has allowed me to recognize both my dependable talents as well as my areas of
weakness. We covered many various ideas and lessons concerning the course through the several weeks
of lectures: The teacher and the community, School Culture and Organizational Leadership, and the
Philippine TVET System, all of which would enable us to improve our knowledge and talents as future
teachers. All lessons or topics that being tackled in this course are very important for us, as a future
educator, it was a great and pleasure to have this kind of course that could help us, future educators.

My philosophy as future educators of TVET institution / school are all I know that a competent
teacher, in my opinion, must also be aware of motivation and the impacts of peer relations on learning.
Because I want all of my pupils to reach high levels of achievement, I avoid separating them and pitting
them against one another. Because I understand that the majority of learning occurs through social
contact, I structure learning so that students can actively collaborate and cooperate with one another
across a wide range of topics. To assist students, learn more efficiently, I will value and cultivate each
child's individual qualities, interests, talents, abilities, and knowledge. Students, in my opinion, learn via
experience. I will give students opportunities to learn by exploring, discovering, experiencing, creating,
and imagining what they need to know. I believe teacher is the most powerful of all role models. I am
acutely conscious of the enormous responsibility I bear to my students to "walk my speak." If I expect
children to live out their values and beliefs, I must also do so. I always expect the best from myself and
others, and I generally get it. I try to treat everyone with dignity and respect, and I expect the same from
my pupils. Each child, I believe, is a unique individual who need a safe, nurturing, and stimulating
environment in which to develop emotionally, cognitively, physically, and socially. As an educator, it is
my goal to assist students reach their full potential in these areas by creating an environment that is safe,
encourages risk-taking, and encourages the exchange of ideas. Every child, in my opinion, has the ability
to contribute something unique and valuable to the world. Teaching is a lifelong process of learning about
new philosophies and practices, as well as learning from parents and the community, colleagues, and,
most importantly, children. Children have taught me to appreciate the pleasure, innocence, and diversity
of views in the world by opening my mind and heart to them. I anticipate that following this course, I
will have a better understanding of the themes covered in these areas. I will be able to put all of the
knowledge and skills that I have acquired over the course of the semester to use in order to strengthen my
position and grow my understanding, abilities, and enthusiasm for teaching.

II. Topics and Outcomes Covered for the Term (Introduce the major and sub-topics covered
for the whole semester. Describe the learning objectives and expected learning outcomes you
gained from the course during the whole semester.)

The topics are the following covered for the whole semester;

I. TVET Philosophical, Technological and Socio-economic Foundation

 Educational Philosophies
 Theorems on Vocational Educational
 The social Context
 The Economic Context
 Technology Transfer and/or Usage
II. Philippine TVET System
 Overview of Philippine Educational and it’s Context
 Trifocalization in Philippine Education
 TVET Policies and Reforms
III. TVET Quality Assurance Mechanism
 Philippine National Qualifications Framework (PNQF)
 The United TVET Program Registration and Accreditation System (TUTPRAS)
 Training Regulations
 Competency-based Training
 Competency Standards Development Philippines TVET Qualifications
Framework
 Program Registration and Certification Competency Assessment and Certified
System
IV. The Teacher and The Community

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Technical-Vocational Teacher Education
EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

 Teacher Ethical and Professional Behavior (Code of Ethics for Professional

Article III)
 School and Community Partnership
 The TVET Teacher and Community
V. School Culture & Organizational Leadership
 Creating Positive School Culture
 School Policies and Functions
 The TVET Institutions in
Philippines (school-based, center-based, community-based, enterprise-based
TVTET)
 Organizational Leadership
 Leadership vs. Management
 Leadership Styles
 School-Based Management
VI. The Contributing Philippine TVET for Global Sustainable Development
 Linking TVET with Industrial and Economic Development
 Globalization- Competitiveness and its Impact on Education
 The Key Challenges and the Way Forward

The purpose/objective of this topic is to familiarize me or to be aware of, with TVET

Philosophical, Technological and Socio-economic Foundation and its five subtopics that could help me in
creating new knowledge, as well as how they will assist me in my future teaching careers. The objective
of the Philippine TVET System is to be aware of, that has a long-term and short-term of ensuring national
growth through rapid human capital development by offering lifelong learning opportunities for
everybody. The outcomes I gained from this topic is Education is the process of formal teaching and
learning that takes place in academic institutions. It refers to the process of imparting and acquiring
knowledge, skills, values, beliefs, practices, and behaviors through imitation, narrative, lecture,
discussion, teaching, training, internships, research, e-learning activities, and other classroom or home
assignments. In TVET Quality Assurance Mechanism the objective is to ensure that TVET produced job-
ready, measured in competence standards and provider capacity as well as quality of competences of
graduates, and adopt national standards and levels for outcomes of education. Designed to provide the
students with the necessary practical skills for a particular career or field. These courses are specifically
designed to prepare me for employment. From these major and sub-topics, the outcomes I gained is,
TVET give training and impart necessary skills to individual who shall be self-reliant economically. The
Teacher and The Community objective it to be aware me and be prepared for the future teaching career,
and as well as enhance me for being involved in communicating to community, which helps me in future
to address the needs of my future learners more effectively. School Culture and Organizational
Leadership the learning objective is to prepare me in prospective teachers to become school leaders and
understand the relationship between the school and the communities in which I live, study how school
culture is formed, and investigate the critical role of organizational leadership in the successful
implementation of educational reform policies and programs. I gained from this is being a student and
future educator it will help me a lot, and improve myself in teaching as well as through communicating
with community. I anticipate being able to define the significance of school culture, explore how school
culture influences learning, identify ways to contribute to the development of positive culture, and
compare and contrast the various Philippine TVET Institutions. I intend to be able to describe the concept
of school culture, describe how school culture affects learning, highlight ways to contribute to the
development of positive culture, and present and contrast the various Philippine TVET Institutions by the
end of this session. I can also distinguish between leadership and management, as well as describe the
various organizational leadership styles. The contributing Philippine TVET for Global Sustainable
Development the objective of this is to educate me about the meaning and relevance of linking TVET
with industrial and economic development, the impact of globalization on education, the key challenges,
and the way forward. I expect that at the end of this lesson, I will be able to discuss the reasons for
developing sound TVET-industry relationships in terms of industrial and economic development.
examine the impact of globalization on the educational process and progress, describe the aspects of
globalization that are relevant to education, and to provide plans for strengthening the TVET system in

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Technical-Vocational Teacher Education
EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

accordance with its social and economic development goals, as well as to address the difficulties
mentioned.
III. Synthesis of Learning Discourses (describe and explain your personal learning discourses gained
for each of the topics covered in this course. Since this is an integrative paper, the use of the word "I"
(first person) is expected from you throughout the writing. Comprehensively describe your view as TVET
pre-service teacher your central techniques, methods, and applications of your approaches when applied
in the field in relation to the topics being presented to you during the whole semester in Educ 3.)

Philippine TVET System

Overview of Philippine Educational and its Context
In this topic I learned that Education is a system that reflects the transfer and acquisition of
knowledge, skills, attitudes, attitudes, practices, and behaviors, generally through imitation, storytelling,
lecture, discussion, teaching, training, internship, research, e-learning activity, and other classroom or
home assignment. In addition, I studied the definitions and distinctions between official, non-formal, and
informal educations. Learn everything there is to know about the Philippines' formal education system,
from primary school to advanced further learning degrees, including government education.
Trifocalization in Education highlighting TVET
This topic, I learned the definition of Trifocalization of education, which includes the CHED,
TESDA, and DepEd, as well as how they differ from one another. I discovered that DepEd stands for
Basic Education, TESDA for Technical and Vocational Education, and CHED for Higher Education. I
also learned about the Trifocalization structures, ongoing reforms, and governance. And I learned that the
purpose of Trifocalization is it oversees all public and private elementary and secondary education
institutions, including alternative learning systems, and ensures the formation and maintenance of a
comprehensive, adequate, and integrated system of basic education that is aligned with national
development goals.
TVET Policies and Reforms
I studied about TVET policies and reforms in this topic. Its goals include improving global
competitiveness, worker readiness, and social equality. The reforms are divided into five strategic areas,
each of which is used to better the TVET system by strengthening, securing, and managing it. This takes
the shape of mastering fundamental knowledge and scientific ideas as well as learning and developing
work-related abilities. Work is a wide term that encompasses both conventional work and self-
employment. TVET programs frequently contain entrepreneurial training to encourage self-employment.

The Teacher and The Community

Teacher’s Ethical and Professional Behavior (Code of Ethics for Professional Teachers, Article III)
I learned that under Article III Section 3 of the Constitution, every teacher is entitled to
reasonable social recognition, for which he must conduct himself with honor and dignity at all times and
refrain from such activities as gambling, smoking, intoxication, and other excesses, let alone illicit
relations. I learned also that the purpose of the Code of Ethics for Professional Teachers is to protect the
rights of all the students. Teachers must recognize that by accepting a teaching position, they are agreeing
to observe the Code of Ethics.

21st Century TVET Teachers and Trainers

I learned from this topic that teaching is more about the interactions with the students than it is
about the content. I learnt that certain teaching methods or styles must be modified or tweaked in order
for children to achieve, and that what we teach and how we teach must satisfy the goals and standards set
by our school's boards or district and the useful insights for establishing a robust monitoring process to
assess the impact of implementing 21st-century TVET skills TVET teachers' perspectives and lived
experiences on the promotion and implementation of 21st-century TVET skills in light of best global
practices were gathered.

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Technical-Vocational Teacher Education
EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

School and Community Partnership

I learned that partnerships can help individuals strengthen, support, and even transform one
another, resulting in better program quality, resource efficiency, and goal alignment. Also, I learned the
importance of School and Community Partnership which is connect people within the school community
there is a greater sense of belonging, school pride, and drive to teach and learn when kids, parents, and
instructors, as well as other school members, feel connected. I learned also that promote shared learning
goals and collaboration is important because sharing learning goals and allowing students to collaborate
improves accountability throughout the school.

TVET Philosophical, Technological and Socio- economic foundation

Educational Philosophies

I learned about the ideas of educational philosophers such as John Locke, Herbert Spencer, John
Dewey, George Counts, Theodore Brameld, and Paulo Freire in this topic, which discuss what should be
thought and how learners should be taught. Education, according to John Locke, is not the accumulation
of knowledge contained in the Great Books. As a prospective teacher, I've realized that learning is more
than just reading books, memorizing facts, reciting recitations, or viewing instructional films; it's also
about applying what we've learned in our daily lives. Teachers, according to George Counts, should lead
rather than follow society.
Theorems on Vocational Educational

In this topic, I learned about the sixteen Theorems of Vocational Education and how they might help
a program succeed. Vocational education consists primarily of practical courses in which students learn
skills and experience that are directly related to a potential vocation. It assists students in becoming more
skilled, which leads to improved job chances. Furthermore, this has ramifications for the length of class
periods as well as the overall length of classes. A major part of the profession, namely technically
relevant material, is also included here, where information and facts are as necessary for thought as
instruments are for productive work.
The Social Context
In this topic, I learned that the social context of TVET is critical in determining appropriate future
development. It explains the significance of TVET and how it influences our country. I discovered that
TVET is one of the solutions to our country's rising unemployment rate. I also learned that TVET can
help a country's cultural diversity, the level of unemployment, particularly youth unemployment, the
standard of communications and transportation within a country, the social status of educated or trained
citizens, the balance of young and old in the population, the values and ethical standards reflected
throughout the community, and so on. In the early years of learning, relationships between the individual
and their immediate family are crucial; however, as the child grows, the social context in which they learn
expands, and peers, teachers, and the wider community begin to play a role.
The Economic Context
I learned that if our country's TVET unique development definition is defined, the economic
situation will be easier to manage. In this topic, there are three significant global trends that have
implications for the economic context of TVET and can aid in the development of TVET in our country.
The city can actively shape the economic context, influencing businesses to make investments or create
jobs.
Technology transfer and/or Usage
Technology transfer aids in the development of early-stage intellectual property into tools for direct
use by the research community or as the foundation for new platforms. I learned that TVET is critical in
the transfer, development, and application of technology, especially in developing countries. It can be
seen here that one of the TVET courses in which ICT is used aids in the development and innovation of
technology in our country.

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Technical-Vocational Teacher Education
EDUC. 3: The Teacher & the Community, School, Culture & Organizational Leadership with focus on the
Philippine TVET System

IV. Conclusions and Recommendations (Share your general conclusions and based on the articulated
personal discourses. Give 2-3 recommendations on how future TVET student-educators and
implementers can learn from your experiences and discourses in Educ 3.)

Conclusions
In conclusion, as evidenced by the previous topics, the position of Technical Vocational
Education and Training is a prerequisite in the growth of the Philippine country throughout the course.
This can be accomplished by learning suitable vocational skills, knowledge, and talents for self-
employment or paid work. Advancing TVET to ensure its longevity, adaptability, and relevance in the
name of sustainable development requires the help of governments and organizations in the region and
around the world. Aside from increased youth unemployment, challenges in overall health, environment,
industry innovation, and infrastructure will have the potential to flourish at the grassroot level. In the
Philippines, TVET has fulfilled its goal of ensuring growth through rapid human capital development by
providing lifelong learning opportunities to all.
Recommendations
 A mandatory vocational advising and counseling service should be implemented.
 Technical training and retraining for teachers and instructors in vocational education.
  To the attention of the authorities and bodies responsible for TVET, and also of other
stakeholders concerned with TVET
 Learning to learn and the development of literacy and numeracy skills, transversal skills and
citizenship skills are integral components of TVET.
 Continue to motivate and encourage the students in TVET system
 To foster economic growth and competitiveness that is inclusive and sustainable, as well as social
equality and environmental sustainability

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