Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 4 (2025)

Assessing the Influence of the Technical Vocational Livelihood Track (TVL) Program on Student Academic Success, Career Opportunities, and Vocational Competency

Elvin Valerio | Abraham S. Accad

Discipline: Education

 

Abstract:

This study utilized a quasi-experimental research design to examine the effects of the TVL track programs on student outcomes. Data were gathered through a survey questionnaire, commonly referred to as a tracer study or graduate survey, targeting TVL graduates from the 2021–2022 to 2023–2024 batches, along with input from teachers, school administrators, and stakeholders (Schomburg, 2016). Participants included BNHS teachers, stakeholders, and partners such as business owners, PTA members, and SGC officers who assumed various roles in student training and employment. This study examined the demographic distribution, specialization preferences, and perceived effectiveness of the Technical-Vocational-Livelihood (TVL) track among graduates and key stakeholders, including educators, industry partners, and community representatives, 103 graduates participated, predominantly from the 2023–2024 academic year. While a broad age range was represented, many respondents opted not to disclose their age, highlighting the sensitivity of such data. Gender patterns were evident in specialization choices, with males favoring Automotive and Carpentry and females gravitating toward Cookery and Agricultural Crop Production. Among Stakeholders, Barangay Officials formed the majority group, followed by Industry partners. Participation from higher-level administrators was minimal. Cookery emerged as the most selected specialization, while fields like Garments and Beauty/Nail Care saw the least interest. Employment and further study trends were most prominent among recent graduates, with over half of the respondents continuing their education. TVL-related subjects were perceived as more aligned with students’ career goals than core academic subjects. The track received favorable evaluations and a strong emphasis on the role of teachers and administrators. Stakeholder involvement was also recognized as essential, reflecting external support's impact on student success. Findings indicate a significant relationship between high school subject exposure and student outcomes, affirming the TVL program’s contribution to academic performance, career readiness, and skills development.



References:

  1. Abidin, M. S. Z., Mokhtar, M., & Arsat, M. (2023)..Asian Education and Development Studies. https://doi.org/ [DOI number if available
  2. Agustin, H. Y., & Permana, J. (2020). Management of facilities and infrastructures for improving the learning quality of vocational high school. In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019) (pp. 64–68). Atlantis Press. https://doi.org/10.2991/assehr.k.200130.141
  3. Andaya, J. D., Soliven, S. M., Palacio, E. S., Unida, M. C., Albino, M. M. D., Almeyda, J. M., Intino, J. C., Lico, N. R. V., Mendoza, R. M., Pawilen, G. T., Albor, R. G. Z., De Guzman, R. P., Duran, M. D. A., Yague, C. D., Recto, F. B., & Gironella, E. A. M.
  4. Arban, J. C. G., Enad, F. B., & Pabalan, A. P. (2024). The implementation and challenges of the Senior High School Technical-Vocational-Livelihood Track. Psych Education, 26(1), 6–12. https://doi.org/10.5281/zenodo.13875831
  5. Basu Das, S., & Narayanan, B. (2023). ASEAN education cooperation. Journal of Southeast Asian Economies, 39(Special Issue), S80-S101. ISEAS - Yusof Ishak Institute.
  6. Bentayao, A. M., Sawe, J. B., Libot, R. M., & Villabrille, L. G. (2021). Tracer study of the graduates of Bachelor of Arts major in English. Journal of Tianjin University Science and Technology, 54(5). https://doi.org/10.17605/OSF.IO/ME2FS
  7. Cabarles, R. C., III. (2022, December 25). ASEAN educational system (origin) [PowerPoint slides].
  8. Chakravarty, S., Lundberg, M., Nikolov, P., & Zenker, J. (2019). Vocational training programs and youth labor market outcomes: Evidence from Nepal. Journal of Development Economics, 136, 71–110. https://doi.org/ [Insert DOI]
  9. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  10. Cuadra, L., Aure, M. R. K. L., & Gonzaga, G. (2019). The use of tracer study in improving undergraduate programs in the university. August, 6(1), 13-25.
  11. Del Rosario, L. P. (2021). Strengthening vocational education for 21st-century skills: Perspectives from senior high school implementation in the Philippines (Unpublished master’s thesis). University of the Philippines
  12. Department of Education (DepEd). (2017). Senior high school curriculum guide.  DepEd Official Website
  13. Dizon, R. L., Calbi, J. S., Cuyos, J. S., & Miranda, M. (2019, December 4). Perspectives on the implementation of the K to 12 programs in the Philippines: A research review. Quality Assurance Analyst, Qualfon Philippines Incorporated, Cebu City, Cebu, Philippines.
  14. Eñego, J. A., Oliveros, B. V. M., Loremia, A. S., Aballe, R. S., Berongan, J. E., & Miranda, M. M. (2019). Philippine educational system towards ASEAN education standard [PDF file]. Copyright @ 2010 International Journal of Current Research. All rights reserved. https://doi.org/10.24941/ijcr.37428.12.2019
  15. Eviota, E., Abayan, A., & Dizon, J. (2019). Employability of TVL Senior High School Graduates: Basis for Enhancement Program. International Journal of Advanced Research and Publications, 3(10), 81-87.
  16. Febrer, L. B., Cabral, J., & Religios, M. A. (2022, November). A tracer study on the senior high school strands and curriculum exits of junior high school completers of Prudencia D. Fule Memorial National High School. Department of Education. https://doi.org/10.13140/RG.2.2.10197.29926
  17. Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics (5th ed.). SAGE Publications.
  18. Gomez, D. D., & Mapa, C. P. E. (2022, September). A three-year tracer study of the technical vocational track graduates of Divine Word College of Legazpi Senior High School Department.
  19. Hiebert, B., & Borgen, W. A. (2020). Technical and vocational education and training: Issues, concerns and prospects. Springer. https://doi.org/10.1007/978-3-030-46943-0
  20. Hwang, J. A. (2014). Education systems in ASEAN+6 countries: A comparative analysis of selected educational issues (THA/DOC/14/004‐E). United Nations Educational, Scientific and Cultural Organization. Published by UNESCO Paris and UNESCO Bangkok Office.
  21. International Labour Organization (ILO). (2021). Skills and Employability.          
  22. International Labour Organization (ILO). (2022). Global Employment Trends for Youth 2022. Geneva: ILO.
  23. Kenton, W. (2024, July 30). How to use this statistical analysis tool. Investopedia.
  24. Kilag, O. K. T., Dejino, J. A., Arcillo, M. T., Borong, M. L., Manligoy, R. G., & Combista, L. I. (2023). Exploring the determinants of senior high school track preference among Grade 10 students: A comprehensive study. Web of Semantic: Universal Journal on Innovative Education, 2(6), 31–42
  25. Krishna, V. V. (2005). Institutional support structures and modes of skills transmission. Science, Technology & Society, 2(75-90). https://doi.org/10.1007/1-4020-3427-X_5
  26. Ladia, L. L. (2024). Internal and external factors: Their influences on the senior high school selection of career tracks. International Journal of Advanced Research and Innovative Ideas in Education, 10(4), 485. https://www.ijariie.com
  27. Liwanag, K. S. (2021). Senior high school graduates tracer study (GTS): Basis for a proposed learners’ work immersion plan. IEJRD - International Multidisciplinary Journal, 6(5), 13.
  28. Lopez, M. A. (2020). Gender trends in education: Examining female participation in technical and academic specializations in Philippine senior high schools (Unpublished master’s thesis). University of Santo Tomas.
  29. McLeod, S. (2023, December 13). Questionnaire method in research. Simply Psychology. https://www.simplypsychology.org/questionnaire-method.html
  30. Mendoza, R. T. (2021). Adapting vocational education to the challenges of Industry 4.0: A framework for future-ready skills (Unpublished master’s thesis). Technological University of the Philippines.
  31. National Center for Education Statistics. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. https://nces.ed.gov/pubs2020/2020144.pd
  32. National Economic and Development Authority (NEDA). (2023). Philippine Development Plan 2023-2028.  https://neda.gov.ph
  33. Ochwo, R., Wilson, M., & Kasule, G. W. (2023). Institutional factors and curriculum fidelity in vocational training centres in Kampala City, Uganda. Interdisciplinary Journal of Education Research, 5(1), 35–47. https://doi.org/10.38140/ijer-2023.vol5.04
  34. Orbeta, A. Jr. C., & Paqueo, V. B. (2022, August 19). Philippine education: Situationer, challenges, and ways forward (Labor and Education DP 2022-23).
  35. Padios, A. C., Jr., Lejano, R. L., Gorospe, S. A. T., & De Asis, V. L. (2021). Strand and statehood predictors of senior high school graduates: A tracer study. International Journal of Sciences: Basic and Applied Research (IJSBAR). Aurora State College of Technology, Zabali, Baler, Aurora, Philippines.
  36. Philippine Statistics Authority (PSA). (2023). Employment Situation in the Philippines.  https://psa.gov.ph
  37. Preston, J. P. (2013). Community involvement in school: Social relationships in a bedroom community. Canadian Journal of Education / Revue canadienne de l’éducation, 36(3).
  38. Qadri, S. S. (2021). Data collection methods in business administration (MPhil thesis).
  39. Ramos, F. G. (2021). An evaluation of the Technical Vocational Livelihood Track in Public Senior High Schools in the Division of Batangas: Basis for an enhancement program. International Journal of Academic Research in Progressive Education and Development, 10(2), 877–900. https://doi.org/xxxxx (Replace “xxxxx” with the actual DOI if available
  40. Reyes, J. D. (2021). Demographic profile and learning preferences of graduate students in selected Philippine universities (Unpublished master’s thesis). University of the East.
  41. Rivera, J. L. (2021). External influences on the implementation and outcomes of the Technical-Vocational-Livelihood track in Philippine senior high schools
  42. Robles, R., & Hebron-Ariston, N. (2024). Career pathways of technical, vocational, and livelihood senior high school graduates in Pililla National High School. Psychology and Education: A Multidisciplinary Journal, 17(2)
  43. Sanchez, A. (2023). Employability of Grade 12 Technical Vocational Livelihood (TVL) graduates from schools in highly industrialized districts of Laguna. Psychological Education Multidisciplinary Journal, 12(10), 1142-1147. https://doi.org/10.5281/zenodo.8305470
  44. Santos, A. M. (2022). The impact of Technical-Vocational-Livelihood (TVL) track programs on students’ academic performance and career readiness in senior high school (Unpublished master’s thesis). Philippine Normal University.
  45. Schiefelbein, E., & Farrell, J. P. (1987). Tracer studies. In G. Psacharopoulos (Ed.), Economics of education: Research and studies (pp. 382-385). Pergamon Press.
  46. Schomburg, H. (2016). Carrying out tracer studies. European Training Foundation / European Centre for the Development of Vocational Training / International Labour Office. Article 10.
  47. Sichombe, B. (2022). Tracer study of 2017-2019 NAMCOL TVET graduates. National Institute for Educational Development, Namibia. SSN: 2311-1550, 9(3), 545-562.
  48. Sorkatii, A. I. K., Waheed, E. A. E., & El Ashmawi, W. A. (2016). A tracer study of technical vocational education and training institute graduates in Khartoum State. International Labour Organization
  49. Tablatin, C. L., & Dela Cruz, M. A. (2020). Implementation of Technical-Vocational-Livelihood (TVL) Track in Senior High School. International Journal of Advanced Research in Management and Social Sciences, 9(1), 58-73.
  50. Technical Education and Skills Development Authority. (2020). Technical education and skills development authority annual report 2020. https://www.tesda.gov.ph
  51. Tie, F. H. (2012). Education Systems in Asia. In C. L. Glenn & J. De Groof (Eds.), Balancing freedom, autonomy and accountability in education: Volume 1 (265-275). Tilburg, NL: Wolf Legal Publishers.
  52. Torpey, E. (2022). Measuring the value of education: Career outcomes for college graduates. U.S. Bureau of Labor Statistics. https://www.bls.gov/careeroutlook/2022/article/education-pays.htm
  53. Turney, S. (2022, May 13). Pearson correlation coefficient ® | Guide & examples. Revised on February 10, 2024. Scribbr. https://www.scribbr.com/statistics/pearson-correlation-coefficient/
  54. UNEVOC Centre. (2018). UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, UN Campus, Platz der Vereinten Nationen 1, 53113 Bonn, Germany [Title of the specific webpage, if applicable]. UNEVOC. http://www.vetp.mn
  55. United Nations Educational, Scientific and Cultural Organization. (2015). Rethinking education: Towards a global common good? Paris: UNESCO Publishing.
  56. United Nations Educational, Scientific and Cultural Organization. (2020). Global Education Monitoring Report: Inclusion and education. Paris: UNESCO.
  57. Verona, L. (2011). A tracer study of the employment status of PUPQC AY 2014-2005.
  58. World Bank, UNESCO, & ILO. (2023). Building better formal TVET systems: Principles and practice in low- and middle-income countries. The World Bank, UNESCO, and ILO. https://openknowledge.worldbank.org/handle/10986/40072

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic