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Matatag Epp Tle Framework

The Department of Education in the Philippines is committed to developing students' skills and values to contribute to the country. The Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood Track (TVL) programs aim to equip students with lifelong learning skills and prepare them for employment to meet national objectives. A recent review of the EPP/TLE curriculum identified issues like overlapping competencies and limited entrepreneurship skills, leading to updates that emphasize a single skill per component and exploratory learning by industry sector within a STEM framework.

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201 views3 pages

Matatag Epp Tle Framework

The Department of Education in the Philippines is committed to developing students' skills and values to contribute to the country. The Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood Track (TVL) programs aim to equip students with lifelong learning skills and prepare them for employment to meet national objectives. A recent review of the EPP/TLE curriculum identified issues like overlapping competencies and limited entrepreneurship skills, leading to updates that emphasize a single skill per component and exploratory learning by industry sector within a STEM framework.

Uploaded by

Kim Arango
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Department of Education in the Philippines is committed to nurturing a generation

of Filipinos who exhibit profound love for their country and possess the values and skills
necessary to unlock their full potential, thereby contributing significantly to the nation’s
development. This vision is realized through the Edukasyong Pantahanan at
Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) and Technical-
Vocational-Livelihood Track (TVL) programs. The primary goal of these programs is to
equip learners with lifelong learning skills, preparing them for the workforce and
empowering them to contribute to national objectives.

Background of the Learning Area


EPP/TLE encompasses essential life skills for learners. In Grades 4 to 6, students explore
four fundamental components: Information and Communications Technology (ICT),
Agriculture and Fishery Arts (AFA), Family and Consumer Science (FCS), and Industrial
Arts (IA). Common competencies of these components are introduced in Grades 7 to 8,
followed by selected core competencies in Grades 9 and 10, emphasizing
entrepreneurial skills by sector. This curriculum utilizes Filipino as the medium of
instruction for Grades 4 to 5 and English from Grades 6 to 10.

Meanwhile, TVL focuses on technical skills, with learners selecting specializations from
Grades 11 to 12, aligning with TESDA Training Regulations Qualifications.

Rationale
The EPP/TLE Curriculum underwent a review in 2018, aligning with the K to 10
curriculum initiated in 2019. The purpose was to identify gaps, issues, and concerns
across all learning areas and grade levels, aiming to enhance engagement, experiences,
and outcomes in EPP/TLE.

The review process, facilitated by the Bureau of Curriculum Development in


collaboration with ACTRC, comprised three phases:

1. Review of cognitive and affective demands, essential and desirable competencies.


2. Horizontal and vertical alignment.
3. Cross-validation with Master Teachers.

The findings revealed curriculum congestion, overlapping competencies,


underdeveloped entrepreneurial skills, and varying complexity of ICT competencies
across grade levels, with limited contact time due to shared allocation with
entrepreneurship.
Curriculum Framework
The EPP/TLE/TVL framework supports teaching and learning, curriculum planning, and
implementation, encompassing four components: teaching/learning approaches,
monitoring and evaluation, support systems, and curriculum exits.

The framework underscores the learning area’s uniqueness, emphasizing the alignment
of goals and educational principles with components, support systems, feedback
mechanisms, and curriculum exits.

1. The EPP/TLE/TVL Curriculum Aims to: 1.1 Enhance learners’ knowledge, skills,
values, and attitudes through effective delivery of basic, common, and core
competencies. 1.2 Equip learners with relevant, certifiable skills, fostering local
and global competitiveness. 1.3 Foster self-care and home management skills. 1.4
Encourage exploration and application of Micro, Small and Medium Enterprises
(MSME) principles. 1.5 Develop skills in line with Sustainable Development Goals
and the 21st Century Educational Framework. 1.6 Strengthen Information and
Communication Technology (ICT) proficiency. 1.7 Provide guidance on career
paths, including post-secondary education, entrepreneurship, middle-level skills
development, and employment.

To achieve these goals, support systems are crucial:

1. Hyflex (Hybrid and Flexible) Teachers: Educators who deliver EPP/TLE & TVL
competencies through various modalities, including face-to-face, online, printed
modules, and blended learning. For junior or senior high school, teachers should
possess relevant NCII qualifications.
2. Learning Environment and Resources: Utilizing standard tools, machines,
equipment, facilities, and resources aligned with curriculum standards.
3. Assessment and Exits: Standard assessment guides in alignment with EPP/TLE &
TVL curriculum standards.
4. Relevant Partnerships and Linkages: Involving community stakeholders, industry,
government, and non-government organizations to enhance competencies,
provide work-related experiences, and facilitate employability.

Theoretical/Philosophical Bases

The curriculum framework draws on key learning theories:


• Constructivism: Promoting active learning and problem-solving, where learners
construct knowledge from their experiences rather than relying on rote memorization.
Real-world examples, such as plumbing, involve learners sharing practical experiences,
like assisting in pipe repair.

• Contextualization: Aligning the curriculum with specific settings or applications to


make competencies relevant and meaningful, as mandated by Republic Act 10533. For
instance, teaching asexual propagation through marcotting fruit trees utilizes locally
available fruit seedlings, enhancing relevance.

The New Features of the EPP/TLE Curriculum

In the revised EPP/TLE curriculum, several new features have been introduced, enriching
the learning experience:

• One Skill per Component: Focusing on mastering one specific skill within each TLE
component each quarter, with a dedicated 50-minute time allotment for skill acquisition
and demonstration.

• Exploratory by Sectors: Grouping specializations within the same industry or sector,


introducing learners to various industry sectors.

• STEM Framework: Aligning with significant concepts, this framework encourages


technology utilization, problem-solving, and self-improvement, helping learners make
informed career choices.

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