ABSTRACT
This study aimed to trace the employability and career pathways of Industrial Arts graduates under the Technical-Vocational-Livelihood Education (TVLE) track in the Division of Albay for the School Year 2022–2023. Specifically, it sought to determine the graduates’ curriculum exits, current employment status, and the key factors influencing their post-graduation outcomes. The research also explored the challenges encountered by graduates in securing employment and proposed a school-industry partnership framework to improve job placement. The study covered 142 respondents from selected public senior high schools in the division who completed Industrial Arts specializations such as Electrical Installation and Maintenance (EIM) and Shielded Metal Arc Welding (SMAW). Utilizing a descriptive research design, data were gathered through structured survey questionnaires and analyzed using frequency counts and percentages to identify trends and patterns. Findings indicated a high employability rate among EIM graduates, aligned with the growing demand in the local labor market. In contrast, SMAW had lower popularity due to limited industry absorption and training opportunities. A notable number of graduates pursued further education in fields unrelated to their specialization, suggesting a disconnect between training and long-term aspirations. Gender disparity was evident, with the field predominantly male. Employment was largely influenced by factors such as TESDA NC II certification, relevant job experience, and participation in work immersion programs. Graduates reported challenges including skills mismatch, lack of industry awareness, and job saturation. The study recommends strengthening industry-school linkages, aligning curricula with labor demands, and enhancing career guidance services to support better employment outcomes for Industrial Arts graduates.
Keywords: Industrial Arts, Curriculum Exits, Employment, Skills Mismatch, Skills Gap, Certification, Skills Competency, Immersion, Industry Partnership
INTRODUCTION
The 21st century is marked by rapid technological progress, shifting labor markets, and growing globalization, creating a strong demand for a workforce with adaptable skills and practical competencies. In response to these changes, Technical and Vocational Education and Training (TVET) has emerged as a vital part of education systems worldwide. Institutions such as the International Labour Organization (ILO) and UNESCO recognize TVET as essential for addressing global employment challenges and ensuring economic resilience.
As the global economy undergoes a transformation fueled by automation, artificial intelligence, and digital innovation, the need for specialized technical skills has grown significantly. Traditional academic pathways alone are no longer sufficient to meet the demands of modern industries. Instead, hands-on expertise—especially in fields such as industrial arts—has become increasingly valuable. According to UNESCO’s 2020 Global Report on TVET, countries that prioritize vocational education tend to experience better employment outcomes, particularly in skilled labor sectors. The report stresses the importance of aligning education with the needs of industry to promote sustainable economic development.
TVET also plays a crucial role in addressing broader global challenges like climate change and sustainable development. It provides the necessary skills for transitioning to green economies and adopting environmentally friendly practices. Industrial arts, with its emphasis on trades such as construction and manufacturing, is integral to developing infrastructure and technology that supports a sustainable future. Therefore, evaluating the effectiveness of TVET programs, particularly in industrial arts, is essential for preparing a workforce that can adapt to both economic and environmental challenges.
In the Philippine context, Republic Act 10533, or the Enhanced Basic Education Act of 2013, significantly strengthened the K-12 education system by introducing Senior High School (SHS) and specialized tracks, including the Technical-Vocational-Livelihood (TVL) track. This initiative aims to enhance students’ employability by equipping them with relevant, industry-based skills. The TVL track includes work immersion and practical training designed to bridge the gap between education and labor market demands. Industrial arts within this track prepares students for careers in manufacturing, engineering, and construction, aligning education with national development goals.
Despite these reforms, challenges persist. One major issue is the skills mismatch—many TVET graduates still find it difficult to secure employment due to discrepancies between their acquired skills and those actually required by employers. A 2021 report by the Technical Education and Skills Development Authority (TESDA) highlights this problem, indicating the need for stronger collaboration between educational institutions and industry partners to ensure that training remains relevant and effective.
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