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CGP Presentation

This document summarizes a process evaluation of the Career Guidance Program (CGP) implementation in selected schools in Bulacan, Philippines from 2017-2018 to 2018-2019. It found that while some schools were able to conduct all CGP activities, others faced challenges like a lack of time and overlapping activities. Guidance counselors and teachers also reported a heavy workload. Issues around a lack of guidance resources and facilities as well as incomplete release of student assessment results were also identified. The evaluation proposes an action plan to address gaps and avoid duplication of activities. It recommends further discussion with stakeholders and revision of monitoring tools to better evaluate outcomes and impact of the CGP.

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40 views

CGP Presentation

This document summarizes a process evaluation of the Career Guidance Program (CGP) implementation in selected schools in Bulacan, Philippines from 2017-2018 to 2018-2019. It found that while some schools were able to conduct all CGP activities, others faced challenges like a lack of time and overlapping activities. Guidance counselors and teachers also reported a heavy workload. Issues around a lack of guidance resources and facilities as well as incomplete release of student assessment results were also identified. The evaluation proposes an action plan to address gaps and avoid duplication of activities. It recommends further discussion with stakeholders and revision of monitoring tools to better evaluate outcomes and impact of the CGP.

Uploaded by

Marc
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 29

The Best, The Gaps, The

Challenges: A Process
Evaluation of the Career
Guidance Program (CGP)
Implementation

Marc Jan C. Tacdol


Maribel M. Perez
In line with the goal of the K to 12 Basic Education Program, one of the key
functions of the department is to prepare learners to transition successfully
toward a future career path. The Career Guidance Program of DepEd provides
learners a clearer understanding of themselves and their potentials, clarify
their goals, asses the development of their career needs to better grasp the
actual process of choosing their own career. Understanding the process,
implementation and potential utilization of the program may improve the
services of the CGP and this will provide feedbacks for ongoing improvement.
Rationale

• DepEd Memorandum No 424, s. 2007 “Recognition of Guidance Counselors


and Implementation of CGP"
• DepEd Order No. 25, s. 2013 “Conduct of Career Guidance Week”
• DepEd Order 41, s. 2015 “Senior High School Career Guidance Program”
• DepEd Order No. 55, s. 2016 “Guidelines on the National Assessment of
Student Learning”
• Republic Act No. 11206 : Secondary School Career Guidance and Counseling
Act
Rationale
• The Youth Formation unit of the SGOD is responsible for the management and
implementation of the Youth Formation Program of the department such as:
• Supreme Student Government (SSG) and Supreme Pupils Government (SPG)
PPAs
• Career Guidance Program (CGP)
In addition, the unit is also responsible for monitoring the proper implementation
of youth formation programs including the school implementation of the career
guidance modules.
Statement of the Problem
This study aimed to evaluate (process evaluation) the implementation of the
Career Guidance Program (CGP) in selected schools of Schools Division of
Bulacan from school year 2017-2018 to school year 2018-2019 and identify
where improvements may be made by crafting an action plan.
How may the implementation of the CGP be evaluated in terms of the
following:
1.1. conduct of student career development activities through Career
Guidance Week
1.2. utilization of the Career Guidance Manual/Module
1.3. Interpretation of the NCAE results
Statement of the Problem
2. What are the best practices of schools in implementing the CGP?

3. What are the implementation issues and challenges encountered in


implementing the CGP?

4. What plan of action may be proposed to address the issues on CGP


implementation?
Type of Study

This study utilized both quantitative and qualitative methods of research.


Participants/Respondents

The respondents of the study are the Registered Guidance Counselors and
Guidance Advocates/Teachers from select public secondary schools in the
division.
Instruments

• Career Guidance
Program Monitoring Tool
(SDO-BUL-QF-SGOD-
YFP-001)

• Focus Group Discussion


Data Analysis

For evaluation of CGP implementation (Inputs)


• Frequency and Percentage

For the Best Practices, Issues and Challenges in the CGP


Implementation
• Thematic presentation and in-depth analysis
Findings

Student Career
Development
Activities
through the
Career
Guidance Week
Findings

Data on Schools in EDDIS II and IV that were able to Conduct All the Activities in the Career
Guidance Week
Findings

Results of the Monitoring of Utilization of Career Guidance Modules in EDDIS II


and IV for SY 2017-2018 and SY 2018-2019
Findings

Data on the Conduct of Interpretation of NCAE Results in EDDIS II


and IV Schools in SY 2017-2018 and SY 2018-2019
Findings (Best Practices)
• Career Guidance Seminar for Grade 9 in partnership with Provincial Government of Bulacan

• Student Career Development Activities


(Dress-for-Success, Slam Poetry, Career Infomercial)

• Clustering of Full-Fledged Guidance Counselors

• Recognition of Stakeholders
Findings (Issues and Challenges)
Theme 1: “Akala mo lang, meron, pero wala!
Wala!” – Oras

“
Findings (Issues
and Challenges)

Theme 2:
“Pasan ko ang
daigdig” –
RGCs and
CGAs
Findings (Issues and Challenges)

Theme 3:
“Tinimbang ka
ngunit kulang.”
– Guidance
Facilities and
Resources
Findings (Issues
and Challenges)

Theme 4:
“Nasaan ka nung
kailangan kita? –
NCAE Results
Proposed Action Plan
Conclusion and Recommendations

There are gaps in the implementation of the CGP that may be attributed to the
issues and challenges facing its implementation, such as,
a. lack of time and overlapping of activities
b. heavy workload of RGCs and CGAs
c. lack of guidance resources and facilities
d. release of incomplete results of NCAE to schools
Conclusion and Recommendations

1. Avoidance of CGP activities’ duplication and integration of other related


activities with the same objectives to be considered as one major activity in
the CGP.
Conclusion and Recommendations

2. Identified gaps in program implementation and plan of action should be


discussed with program implementers and other stakeholders of the program
to be able to engage them as well in improving program delivery and
implementation.
Conclusion and Recommendations

3. Plan of action as an output of this study may be considered


in Youth Formation Unit’s crafting of interventions to address
gaps in program implementation of CGP.
Conclusion and Recommendations

4. Revision of monitoring tool for CGP implementation that


will capture needed data on indicators of achievement of input
and outputs of program activities. Additional monitoring
should be crafted for outcome and impact evaluation.
Conclusion and Recommendations

5. Outcome or impact evaluation of the CGP should be planned to better


understand if intended outcomes or goals are being met, that would lead to
better program planning and implementation.
Thank you and God Bless!

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