Is Mandatory Tech-Voc in Senior High School the Right Move?

The Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), and the Commission on Higher Education have joined forces to ensure that all senior high school (SHS) students acquire "industry-relevant skills and knowledge."

This initiative introduces two significant changes: 1) Students in the Technical-Vocational Education and Training (TVET) track must earn TESDA National Certificates (NC) to validate their competencies. 2) Regardless of their chosen strand—be it arts, sports, or academics—all SHS students must secure two NCs to graduate.

While this collaboration among agencies is commendable, aiming to align policies and enhance graduate employability, the implementation presents a myriad of challenges that extend beyond government procedures. Let’s break down the implications of this policy shift and explore whether it truly serves the best interests of SHS students.

Government Coordination or Red Tape?

First, let's tackle the policy's logistical aspect. DepEd handles the majority of TVET students, while TESDA is responsible for issuing the NCs. Previously, only 25% of 2020 graduates deemed the NCs important enough to pay for them. Now, the government will shoulder the NC costs and fund the necessary training to accredit teachers as competency assessors. But here’s the kicker: If DepEd acknowledges the need for these certifications, how has it been validating the competencies of TVET graduates up to now?

The Ripple Effect on Private Schools

The real problem begins when we consider the broader impact, especially on private schools that don’t typically offer the TVET track. Suddenly, these institutions must scramble to provide resources—faculty, facilities, and time—for programs they never planned to offer. The SHS curriculum, already criticized for being overcrowded, will now face further strain. The NC requirement, instead of streamlining education, may end up adding unnecessary weight to an already heavy load.

Does K-12 Logic Support This?

The K-12 program was designed to address a gap: The 40% of students who, due to academic challenges, financial constraints, or lack of interest, might not pursue college. The idea was to equip these students with skills for immediate employment or self-sufficiency. But if K-10 didn’t adequately prepare students for college or work, how can we expect these same students to suddenly thrive under the burden of mandatory NCs?

Moreover, experts have long warned that many students entering TVET lack the basic literacy and numeracy skills needed to succeed. Recent assessments confirm this concern. Yet, the belief persists that K-10 is sufficient preparation for TVET and that NC levels 1 and 2 will significantly enhance employability.

Employer Skepticism and the Value of Certification

Here’s the harsh truth: While NCs are often required in job applications, they don’t carry much weight with employers, especially for higher-paying jobs. Most companies, particularly those offering the best positions, are still reluctant to hire K-12 graduates. Those who do secure employment may earn less than minimum wage, making the supposed benefits of these certifications questionable.

Even TVET students themselves seem to recognize the limitations of an NC-only education, as many continue to pursue college degrees to improve their job prospects.

A Missed Opportunity for Industry Collaboration

The EdCom II report acknowledged the importance of certification but also emphasized the need for TESDA to move beyond merely issuing certificates. It called for genuine career mobility and lifelong learning opportunities, advocating for stronger industry partnerships in training programs. This echoes the call made 30 years ago by the original EdCom for enterprise-based training supported by industry. Yet, persistent issues like inadequate data collection, poor industry collaboration, delays in program registration, and a shortage of qualified instructors continue to undermine TVET’s effectiveness.

The Growing Backlog and Future Concerns

The 2022 backlog of TVET graduates without NCs had already ballooned to over 11 million. Introducing mandatory NCs for all SHS students will only add to this staggering number. The implementation of this policy will demand considerable resources with uncertain benefits. Before enforcing such a mandate, perhaps the education agencies should prioritize addressing these longstanding issues.

Conclusion: Is This the Best Path Forward?

The idea of equipping SHS students with industry-relevant skills is commendable in theory, but the current approach seems more like a hastily patched solution than a well-thought-out plan. The additional burdens on schools, students, and the educational system as a whole raise serious questions about the policy's practicality and effectiveness.