Identifying Determinants in the Context of a National Education Reform: The Case of the Urdaneta City in the Philippines’ Adoption of Secondary Vocational Pathways

Abstract

While established educational pathways exist in many nations, the Philippines offers a unique opportunity to investigate the development of entirely new ones. Prior to the 2010s, compulsory education only extended through grade 10, with all students on a general track. The implementation of the 2013 Enhanced Basic Education Act significantly altered this system. It extended the basic education cycle to 12 years and introduced the Technical-Vocational Livelihood (TVL) track as an alternative to the traditional academic track during the final two years. This study explores the determinants influencing the implementation of secondary TVL tracks in the Philippines, while also focusing on how stakeholders perceive its viability as a pathway to postsecondary vocational training and employment. The research draws upon Najam's (1995) "5C" framework, which posits that policy implementation is influenced by five key dimensions: content, context, commitment, capacity, and clients. This framework guides the exploration of how these factors interact and impact the realization of the TVL track. A qualitative research approach is employed, utilizing data from interviews and focus groups conducted with key stakeholders from both the K-12 and postsecondary education sectors. Additionally, a document analysis of relevant sources from government agencies is undertaken to provide further context. The findings offer valuable insights into the perceptions of stakeholders regarding the TVL track's effectiveness, challenges faced during implementation, and its potential as a viable pathway for students. © De La Salle University 2024.

Keywords

Author Keywords

Secondary Education Philippines Qualitative research Technical-vocational education policy implementation

Index Keywords

Author Affiliations

Department of Educational Leadership and Policy Studies, Florida State University, Tallahassee, FL, United States

Office of the President, Urdaneta City University, Urdaneta, Pangasinan, Philippines

Funding & Acknowledgements

U.S. Department of State, DOS

Funding text 1: The authors would like to thank the Technical Education and Skills Development Authority (TESDA) and the Schools Division Office of Urdaneta City for their endorsement of this research study. We also thank the educators and administrators who participated in focus groups and interviews for their support of this project. Additionally, we would like to thank Ryan Jayson V. Delos Reyes, Dean of the College of Teacher Education, and Rommel C. Angeles, Head of the Technical Vocational Institute at Urdaneta City University for their assistance in organizing site visits.; Funding text 2: Christine Mokher gratefully acknowledges financial support for this research by the Fulbright U.S. Scholar Program, which is sponsored by the U.S. Department of State and the Philippine-American Educational Foundation. Its contents are solely the responsibility of the author and do not necessarily represent the official views of the Fulbright Program, the Government of the United States, or the Philippine-American Educational Foundation.

Philippine-American Educational Foundation, PAEF

Funding text 1: The authors would like to thank the Technical Education and Skills Development Authority (TESDA) and the Schools Division Office of Urdaneta City for their endorsement of this research study. We also thank the educators and administrators who participated in focus groups and interviews for their support of this project. Additionally, we would like to thank Ryan Jayson V. Delos Reyes, Dean of the College of Teacher Education, and Rommel C. Angeles, Head of the Technical Vocational Institute at Urdaneta City University for their assistance in organizing site visits.; Funding text 2: Christine Mokher gratefully acknowledges financial support for this research by the Fulbright U.S. Scholar Program, which is sponsored by the U.S. Department of State and the Philippine-American Educational Foundation. Its contents are solely the responsibility of the author and do not necessarily represent the official views of the Fulbright Program, the Government of the United States, or the Philippine-American Educational Foundation.

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Identifying Determinants in the Context of a National Education Reform: The Case of the Urdaneta City in the Philippines’ Adoption of Secondary Vocational Pathways

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