ABSTRACT
This study determined the implementation and effectiveness of the Technical-Vocational-Livelihood (TVL) Curriculum among schools in the Third Congressional District, Schools Division of Iloilo, Philippines, for the School Year 2025–2026. The descriptive–correlational research design was employed. The respondents of the study were 150 TVL teachers from public secondary schools in the Third Congressional District of Iloilo. Specifically, it examined the extent of curriculum implementation and the level of effectiveness of the TVL curriculum as assessed by the teachers, and determined whether significant differences existed when respondents were classified according to age, educational attainment, position, length of service, and school size. It also investigated the relationship between implementation and effectiveness of the TVL curriculum. A researcher-made questionnaire, validated by experts and tested for reliability, was the data-gathering instrument used. Frequency count, percentage, mean, and rank were used for descriptive analysis, while Mann-Whitney U Test, Kruskal–Wallis H Test, and Spearman’s rho correlation were used as inferential tools, all tested at 0.05 level of significance. Findings revealed that the teachers assessed implementation of the TVL curriculum to a very great extent, and its level of effectiveness as “very high.” Significant differences in implementation were found as assessed by teachers when classified according to their age and length of service, but none were observed when their educational attainment and school size were considered. Significant differences in the effectiveness of the TVL curriculum as assessed by teachers were noted when their age, educational attainment, and length of service were considered, but not by school size. A strong positive correlation was found between implementation and effectiveness of the TVL curriculum as assessed by teachers, indicating that greater implementation is associated with higher effectiveness. The study concluded that the TVL is being implemented to a very great extent and is highly effective in achieving its intended objectives.
Keywords: Technical-Vocational-Livelihood (TVL) curriculum implementation, effectiveness
INTRODUCTION
The Technical-Vocational-Livelihood (TVL) track is a key component of the Senior High School program under the K to 12 Basic Education Curriculum in the Philippines. It is designed to equip learners with job-ready skills and competencies in various fields, including Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communication Technology (ICT). The goal of the TVL track is to prepare students either for direct employment, entrepreneurship, or further specialized training (Department of Education, 2020).
In recent years, the need to improve the quality and relevance of technical-vocational education has become more pressing due to rapid technological advancements, changing labor market demands, and increasing socioeconomic challenges. The integration of competencies across different disciplines within the TVL track is seen as a strategy to enhance learner engagement, improve learning outcomes, and develop 21st-century skills such as critical thinking, collaboration, and problem-solving (Bautista et al., 2022).
Research supports the idea that a contextualized approach to TVL education provides students with deeper learning experiences. According to Gonzales et al. (2023), combining theoretical knowledge with hands-on, real-world applications increases learners’ motivation and better prepares them for workplace demands. Smith and Lee (2020) also emphasized that effective implementation of integrated TVL programs contributes to economic development, youth empowerment, and community resilience.
However, while the curriculum advocates for integration and contextualization, challenges remain in its actual implementation. These include limited facilities, lack of teacher training, inconsistent instructional methods, and varying levels of learner engagement across schools (World Bank, 2022).
Thus, the study aims to assess the implementation and effectiveness of the Technical-Vocational-Livelihood (TVL) Curriculum track. Specifically, it seeks to examine instructional practices, student engagement, and achieved competencies to determine how these support learners’ readiness for future employment or further training.
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