PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL

Senior High School Department

8th GHQ Brgy. Katuparan Taguig City

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant studies and literature concerning the topic

of the study.

LOCAL

Disaster Preparedness provides for the key strategic actions that give

importance to activities revolving around community awareness and

understanding; contingency planning; conduct of local drills and the development

of a national disaster response plan. Risk-related information coming from the

prevention and mitigation aspect is necessary in order for the preparedness

activities to be responsive to the needs of the people and situation on the

ground. Also, the policies, budget and institutional mechanisms established

under the prevention and mitigation priority area will be further enhanced through

capacity building activities, development of coordination mechanisms. Through

these, coordination, complementation and interoperability of work in DRRM

operations and essential services will be ensured. Behavioural change created

by the preparedness aspect is eventually measured by how well

people responded to the disasters. At the frontlines of preparedness are the local

government units, local chief executives and communities. Disaster Response

gives importance to activities during the actual disaster response operations from

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

needs assessment to search and rescue to relief operations to early recovery

activities are emphasized.

FOREIGN

Strands

In the study of Luistro, Personal Communication, (2015) showed that

during the Aquino administration, they have planned to require the students to

pursue an undergraduate course aligned with their strand. If students decided to

take up an undergraduate program not aligned with their strand, they must at

least take a bridging program to catch up with the subjects they have not taken

during their Senior High School.

Moreover, Jacolbia et. al. (2018) concedes that Senior High School strand

and undergraduate program preference play a huge role in the career path of the

youth. The college course preferences of students that will be graduating from

Senior High School are greatly affected by a lot of factors, including what strand

they decided to take up during their eleventh and twelfth grade level, as it may

cause them to continue to pursue the academic track they decided to take up

before college or switch to a different academic field of study for their

undergraduate program. Among these factors that will affect the choice of

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

students on what college course they will take up aside from their Senior High

School strand are their capabilities, future career path, their parents’ choice, peer

pressure, and personal interests.

In addition, Enderuncolleges.com (2015) revealed that before you choose

your senior high strand or career track, the results of your pre-admission

screening of the senior high school you intend to enrol at as well as your NCAE

should both be favourable. For instance, anybody can choose to enrol in the

HUMMS, ABM, and General Academic strands along with the various strands

under the TVL and TLE tracks regardless of the results of the NCAE. But in order

to qualify for the STEM strand, a student needs to have a final grade of 85

percent in Science and Mathematics as well as a percentile rank of 86 and above

in the STEM subtest of the NCAE.

Higher Education

According to Vistacollege.edu (2019), graduates who have a higher

education typically have more jobs open to them than those who don’t further

their education after high school. College graduates usually earn more money

than non-graduates.

In addition, Ched.gov.ph (2016) stated that the new K to 12 curriculums in

basic education will inevitably impact higher education in the Philippines on two

important fronts: the curriculum, and the people working in the higher education

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

sector. First, K to 12 makes it necessary to adjust the college curriculum, to make

sure that college subjects build upon it in the best way. Second, K to 12 impacts

those working in the higher education sector: as senior high school is rolled out

nationwide this 2016, students go through two more years of high school instead

of going straight to college, resulting in low enrolment in colleges and universities

nationwide.

Moreover, Orbeta et. al. (2019) examined that most of the students were

firm about their plans to pursue higher education because of the perception that

college degree provides better employment opportunities and salaries.

Middle-level Skills Development

According to Gov.com (2015), after finishing Grade 10, a student can

obtain Certificates of Competency (COC) or a National Certificate Level I (NC I).

After finishing a Technical-Vocational-Livelihood track in Grade 12, a student

may obtain a National Certificate Level II (NC II), provided he/she passes the

competency-based assessment of the Technical Education and Skills

Development Authority (TESDA).

Consequently, Educationallearnings.wordpress.com (2015) revealed that

there will be a school–industry partnership for technical–vocational courses to

allow students to gain work experience while studying and offer the opportunity to

be absorbed by the companies.

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

In addition, Orbeta et.al. (2018) studied that a significant feature of the K

to 12 programs is the integration of technical-vocational education curriculum in

senior high school. Section Five of the Enhanced Basic Education Act of 2013

mandates the DepEd to work mainly with the Commission on Higher Education

(CHEd) and the Technical Education and Skills Development Authority (TESDA)

in crafting harmonized basic and tertiary curricula, with consultations with

relevant agencies such as the Department of Labour and Employment (DOLE)

and Professional Regulation Commission (PRC), student organizations and

school associations. With the expanded curriculum, K-to-12 is expected to

increase options for high school graduates, not only in pursuing tertiary

education, but also in exploring employment and entrepreneurial opportunities.

Entrepreneurship

According to Paterson (2018) students are now far more likely to have to

create their own employment. People can no longer assume that educated young

people will enter a workforce where their skills are wanted. People don’t have to

prepare students for jobs that do not yet exist, but people do have to prepare

them to be agile and adaptable in the face of profound shifts. Students will go

into a constantly changing world that will require flexibility, creativity,

collaboration, and the nimbleness to adapt to rapid change. Increasingly,

students will need to think like entrepreneurs.

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

Consequently, DepEd (2017) revealed that to provide a viable option for

Senior High School (SHS) graduates, the Department of Education (DepEd) is

eyeing the creation of an entrepreneurship program for K to 12 learners through

its Bureau of Curriculum Development (BCD), spearheaded a consultative

meeting with education partners and stakeholders on the implementation of

Republic Act (R.A.) No. 10679, otherwise known as the “Youth Entrepreneurship

Act.”

In addition, Gov.ph (2015) studied that entrepreneurship will also be

fostered in the enhanced curriculum; ensuring graduates can venture into other

opportunities beyond employment.

Employment

In the study of DepEd.gov.ph (2018) concede that work Immersion is a

key subject under the SHS Curriculum that may be conducted in different ways

and time frame as needed by Senior High School (SHS) learners. The subject

will provide learners with opportunities to become familiar with the work place; for

employment simulation; and to apply their competencies in areas of

specialization/applied subjects in authentic work environments.

Thereupon, Jobstreet.com (2018) stated that job entries in JobStreet.com

for one day were reviewed to check on employers offering jobs to SHS

graduates. Out of the 75,078 job entries in the Philippines on October 13, 2018,

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

around 60 job entries mentioned “open to SHS graduates”. However, of the 60

entries, some were observed to be requiring work experience. Weeding out

entries which require work experience, only 20 entries were left with

qualifications described as “open to SHS graduates, fresh SHS graduates can

apply, and with no work experience required”. Positions offered were customer

service representatives/call centre agents (18), transaction processing analyst

position (1), and CAD Operator (1). Almost all companies offering the jobs were

from the BPO sector (Appendix B). Based on the data gathered from the two

online jobsites, there is an indication that companies are hiring SHS graduates

but their numbers are very few. The jobs offered are customer service

representative/call centre agent positions coming from the BPO sector. In

general, employers do not differentiate between the SHS graduates and the

graduates of the old HS curriculum.

Moreover, Gov.com (2015) studied that DepEd has entered into an

agreement with business organizations, local and foreign chambers of

commerce, and industries to ensure that graduates of K to 12 will be considered

for employment.

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

SYNTHESIS AND RELEVANCE OF THE RELATED LITERATURE AND

STUDIES

The K to 12 programs provides knowledge that students may use in their

college life. The k to 12 programs is a stepping stone for the graduates and for

them to develop their skills that they may use in their working job in the future.

This program tends to make students more eligible for the job they want. The

purpose of the K to 12 programs is to make better students and to enhance the

learning properties in the Philippines.

This Study provides more knowledge for the research for them to conduct

and for them to add more understanding of the research. Likewise in the

research of Orbeta et.al 2018, the K to 12 program promises an enhanced

curriculum developed to offer students further education that serves their

interests, equips graduates with specialized skills and knowledge and makes

them at par with their global counterparts.

The vast researches are almost similar or similar to one another that’s why

the researchers combined all of the other researches and added more

information for the future researchers to use.

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 PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department
8th GHQ Brgy. Katuparan Taguig City

SYTHISIS

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