Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

High School is an important period in an adolescent’s life. It is the

time that students are making decisions about their course taking and future

educational and career plans. Every student carries the unique history of their

past and this determines how they view the world. One of the tasks of high

school students is to explore and plan for their post-secondary career options.

Foreign Literature

According to Super’s (1990) Developmental Theory of Career

Development, high school students are at the exploration stage of career

development, which involves crystallizing and specifying their occupational.

Billet (2004) hypothesized that social outlook determines the

perception individuals have of the status of vocational education. The

standard, morals, way of life and the views of education and potential

opportunities are the factors that influenced the choice the students make

concerning education paths. The literature on student perceptions of

vocational education and their decision-making processes will now be

discussed, with a special focus on the influences from society, family and

personal interest.

In research of Stockfelt (2013) on boys’ educational aspirations, it was

emphasized that aspirations are contextual and dynamic and should be

anticipated in light of the socio-economic environment being experienced. Her

study discovered that these aspirations are usually associated with

employment opportunities and perceptions of the economic future.

Additionally, she recognized the family as one of the strongest influences on

the aspirations of young people. In the literature, the social class of the family

was a variable employed by numerous researchers when investigating

students’ academic progression. She depicted the impact of a parent’s level of

education as remarkable when exploring students’ progression patterns.

According to the research of Gerald T. LeTendre, Barbara K. Hofer,

Hidetada Shimizu that talks about how students select their track. They also

study how these students are capable of their selected track. They also

examine students from their country for that how could they pick their track.

It shows that the result of this examination more student is affected through

culture beliefs by which it was proven by them.

Lack of examples of success through the course of vocational

education in the home and immediate community led to students not being

motivated to progress via this course. Using qualitative methods, she exposed

that being in a family with inadequate economic resources meant that space,
situation, and resources to sustain a constant educational experience were

limited’ (Stockfelt, 2013). She found that this has placed students at a

disadvantage, which limited their educational aspirations and has admitted

that low-income students are over-represented in vocational education. The

cases above illustrate that the process of choice can be influenced by existing

social stratification in different contexts.

Local Literature

According to DepEd Orders No. 41 and 48 series of 2015 dated august

28, 2015 and October 20, 2015, respectively is the full implementation of a

month-long SHS Career Guidance Program. The main purpose of this is to

guide Grade 10 students in making informed decisions regarding their choice

of SHS Track given the conduct of the SHS Early Registration where every

G10 student submits SHS Preference Slip containing his first and second

choices of schools and programs to his class adviser. Consequently, the

adviser registers the student for SHS and electronically submits his preference

through the Learners’ Information System (LIS).

A further significant item to consider in the DepEd Order No. 41 series

2015 is its mandate to promote of awareness in the importance of choosing a

track that suits their skills and interest that matches the available resources

and needs of society as this will play a crucial role in planning and recruiting

students to engage in the different senior high school programs. However,

this study aims to appeal to every student to give a second thought to choose

the more practical vocational track. Accordingly, the concern of this study is to

research the perceptions G10 understudies on professional training; explicitly

how they feel about the openings for work it presents and future acquiring

potential (Harris, 2014). The different factors that influence students’ choice

were also be considered as starting points to create plans for applicable

intervention to progress students’ choice for the Technical Vocational

Livelihood (TVL) track.

According to Mark Catarroja, the Kto12 system in the country aims to

develop social and economic progress. This progress is being promoted since

Jan 20, 2012, by former President Benigno Aquino signed a contract by which

it disapproving of the Kto12 system this makes the education system better.

The kindergarten education law has been started successfully Kto12 system.

By which all of the countries have this system except for the Philippines.

Former president wants the education system much suitable to the new

students in which students can have their job when they finish the Kto12. In

theKto12 system, the studies are being enhanced. This Kto12 system has

lengthened the year for high school students it adds 2 more years by which

we call the students in grade 11to12 as senior high school and some known
this more likely as college students. In the Kto12 system, you have 4 tracks

to choose for these are academic, technical-vocational livelihood, sports, and

art design track. This RA 10533 Which is to expand job opportunity by the

reducing job skill for high school graduates.

In this article researchers did have read, how is this Kto12 system

apply to the students and talks about how can you get a job when you

finished this Kto12 system. You can choose different tracks in the Kto12

system by which involve your skills. This Kto12 system ensures that students

that can't to college can a decent job if they graduated from high school. The

student that can’t choose their proper track and will be correct by basing it to

their skills.

The Kto12 system wants to secure that all students can have a job.

The Kto12 system has lengthened the school year of high school students it

adds 2 years. It is not only the main goal of the Kto12 system for you to have

a decent job but to improve and enhancing your skill.

According to Silvia Catalan Ambag (2015) in her study entitled

"Reshaping the Mindset on Technical Vocational Education: Professionals’

Perspectives", the most common benefit that a person who graduated from a

Technical Vocational Education is local employment and career opportunities

abroad. The study revealed that if you graduated from a Tech-Voc course, you

would surely receive job offers from abroad since most foreign countries are

looking for skilled and certified employees. Most foreign nations are looking
for personnel and workers with certificates than college diplomas. Though not

all graduates wish to work abroad. A couple of the participants took

advantage of the partnership between the Civil Service Commission and

TESDA and converted their National Certificate they got from their Tech-Voc

course to Civil Service Certificate. Another benefit is that they have less job

training and expenses when they apply for a job since they are already skilled

and certified. Technical Vocational Education widens their work knowledge and

skills giving them an edge to every employment opportunity.

The Study of Pala (2012) entitled “ The Industrial Arts Institution in

san Clemente District of Tarlac”; one of the significant aspects he considered

was the trade was the trade testing of grade six pupils along with the

industrial arts component of EPP in the district. His objective was to determine

whether the grade six pupils along were ready for their secondary training in

TLE. The trade test was patterned after STEP competition. The result revealed

that a great majority of respondents had approaching proficiency performance

and few were under proficient performance category.

The study of Facum (2011) entitled “ Performance of Grade VI pupils

in EPP in San Jose District of Tarlac” tried to describe the performance of the

pupils along with the three core areas of which are agriculture, Home

Economics and Industrial Arts. He determined a trade test that was patterned

after the STEP competition. The study revealed that he pupils are proficient in

agriculture and Industrial Arts while in Home economics their performance fell
under the developing proficiency category. He concluded that instruction

delivery in agriculture in industrial arts was strong; while in home economics,

it was categorized was weak.