Culturally Rooted Pedagogy in Technology and Livelihood Education: Assessing Curriculum Implementation in Western Visayas State Universities

Ronel Edobane

doi:10.63931/ijchr.v7iSI2.226

Authors

Ronel Edobane Iloilo Science and Technology University https://orcid.org/0009-0007-5074-0823

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.226

Keywords:

Technology and Livelihood Education, cultural integration, curriculum implementation, faculty development, Western Visayas SUCs

Abstract

This study evaluated the implementation of the Technology and Livelihood Education (TLE) program among State Universities and Colleges (SUCs) in Western Visayas, focusing on curriculum, instruction, and faculty-related concerns. Employing a descriptive-evaluative research design, the study utilized a validated researcher-made questionnaire to collect data from 35 purposively selected respondents, including academic heads and faculty members from seven SUCs. The findings revealed that most of the identified problems were rarely encountered. However, recurring challenges persisted, such as limited opportunities for faculty to pursue postgraduate education, inadequate participation in relevant trainings and seminars, and insufficient time allotted for lesson preparation and instructional responsibilities. SUCs with Level III accreditation reported the least problems, while non-accredited institutions and those with high enrollment but small faculty size experienced more pronounced issues. Beyond technical and administrative factors, the study emphasized the importance of integrating cultural dimensions into the TLE curriculum. Given the inherently community-based and livelihood-oriented nature of TLE, the absence of strong stakeholder involvement, lack of contextualized content, and weak cultural linkages diminish the relevance of the program in serving its purpose. Embedding indigenous knowledge systems, traditional crafts, local entrepreneurial practices, and community values into instruction enhances both the authenticity and impact of vocational education. The study recommends strengthening faculty development initiatives and fostering a culturally responsive curriculum to make TLE more effective, sustainable, and reflective of the Filipino socio-cultural context. These enhancements are crucial in equipping future educators with the competencies needed to address both the practical and cultural demands of 21st-century vocational education.

References

[1] Aguado, C. L. (2020). Graduate employability in the Philippines: Issues and concerns. International Journal of Educational Development, 75, 102198. https://doi.org/10.1016/j.ijedudev.2020.102198 DOI: https://doi.org/10.1016/j.ijedudev.2020.102198

[2] Amoy, L. A. (2022). Technology and livelihood education (TLE) teachers’ professional development and the use of innovative teaching methods. International Journal of Science and Education, 1(1). https://nijse.org/index.php/home/article/view/1

[3] Arnold, J. (2022). Prioritising students in Assessment for Learning: A scoping review of research on students’ classroom experience. Review of Education, 10, e3366. https://doi.org/10.1002/rev3.3366 DOI: https://doi.org/10.1002/rev3.3366

[4] Auckaraaree, N. (2013). Developing pedagogical tools to improve teaching multiple models of the gene in high school (Doctoral dissertation, The University of Wisconsin-Madison).

[5] Basal, D. V. (2022). Instructional competencies of Technology and Livelihood Education (TLE) teachers: Basis for a competency-based module. International Journal of Research Publications, 96(1), 145–157. https://doi.org/10.47119/IJRP100961320222948 DOI: https://doi.org/10.47119/IJRP100961320222948

[6] Beasley, L. (2022). Teaching in the gap: Understanding special educators’ experiences teaching in between education policies (Doctoral dissertation, University of Illinois at Chicago). ProQuest Dissertations & Theses. https://indigo.uic.edu/ndownloader/files/36189654

[7] Bragado, N. P. (2023). Performance tasks enriched material in cookery 9 to enhance students’ practical skills. International Journal of Social Science, Humanities and Management Research, 2(9), 03. https://doi.org/10.58806/ijsshmr.2023.v2i9n03 DOI: https://doi.org/10.58806/ijsshmr.2023.v2i9n03

[8] Brillantes, A. B., & Fernandez, M. T. (2008). Is there a Philippine public administration? Or better still, for whom is the Philippine public administration? Philippine Journal of Public Administration, 52(2–4), 245–304.

[9] Caione, A., Guido, A. L., Paiano, R., Pandurino, A., & Pasanisi, S. (2016). E-learning project assessment: A new approach through the analysis of learners’ posts on social media. EAI Endorsed Transactions on e-Learning, 3(9), e4-e4. http://dx.doi.org/10.4108/eai.11-4-2016.151152 DOI: https://doi.org/10.4108/eai.10-3-2016.151121

[10] CHED. (2017). CMO No. 78, series of 2017: Policies and standards for the Bachelor of Technology and Livelihood Education (BTLEd) program. Commission on Higher Education.

[11] Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120–123. https://resources.nu.edu/c.php?g=1013606&p=8395539

[12] Cope, B., & Kalantzis, M. (2015). Sources of evidence-of-learning: Learning and assessment in the era of big data. Open Review of Educational Research, 2(1), 194–217. https://doi.org/10.1080/23265507.2015.1074869 DOI: https://doi.org/10.1080/23265507.2015.1074869

[13] Corpuz, B. B., & Salandanan, G. G. (2011). Principles of teaching 1. Lorimar Publishing, Inc.

[14] Creswell, J. W. (2018). Qualitative Inquiry and Research Design (4th ed.). https://us.sagepub.com/site/default/files/creswell_qualitative_inquiry_and_research_design_4e_comparing_the_five_approaches.pdf

[15] Crockett, H. (2020). Activities and teacher practices for the high school dance classroom to promote the development of self-directed learners. https://hdl.handle.net/11274/12482

[16] Darling-Hammond, L., & Adamson, F. (2014). Beyond the bubble test: How performance assessments support 21st century learning. John Wiley & Sons. https://doi.org/10.1002/9781119210863 DOI: https://doi.org/10.1002/9781119210863

[17] De Guzman, A. B., & Choi, K. O. (2013). The dynamics of cultural sensitivity in Philippine education: A critical review. Asia Pacific Education Review, 14(4), 523–532. https://doi.org/10.1007/s12564-013-9278-4

[18] Del Mundo, R. V. (2020). Preserving indigenous knowledge through technical-vocational education. Journal of Technical Education and Training, 12(1), 77–86.

[19] Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 basic education program (DepEd Order No. 8, S. 2015). https://www.deped.gov.ph/wp-content/uploads/2015/09/DO_s2015_08.pdf

[20] Department of Education. (2020). Interim guidelines for assessment and grading considering the basic education learning continuity plan (DepEd Order No. 31, S. 2020). https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031.pdf

[21] Fernandez, M. T. (2018). Innovation in teacher education: A Philippine perspective. Philippine Normal University Journal, 10(1), 25–38.

[22] Fook, C. Y., & Sidhu, G. K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6(2), 153–161. https://doi.org/10.3844/jssp.2010.153.161 DOI: https://doi.org/10.3844/jssp.2010.153.161

[23] Gadia, E. L., & Doromal, J. R. (2021). Teaching livelihood education in culturally diverse communities: A qualitative inquiry. Philippine Journal of Education Studies, 9(1), 45–62.

[24] Gregorio, E. (2016). Technology and livelihood (TLE) instruction of technical vocational and selected general secondary schools in Catanduanes. International Journal of Learning, Teaching and Educational Research, 15(1), 1–22.

[25] Gulikers, J., Bastiaens, T., & Kirschner, P. (2006). Authentic assessment, student and teacher perceptions: The practical value of the five‐dimensional framework. Journal of Vocational Education & Training, 58(3), 337–357. https://doi.org/10.1080/13636820600955443 DOI: https://doi.org/10.1080/13636820600955443

[26] Hallinger, P., & Bryant, D. A. (2013). Mapping the terrain of educational leadership and management in East Asia. Journal of Educational Administration, 51(5), 618–637. DOI: https://doi.org/10.1108/JEA-05-2012-0066

[27] Hart, J. M. (2020). Stakeholders’ perceptions of organizational goal attainment at the secondary school level through the lens of authentic learning theory (Doctoral dissertation, University of Missouri-Columbia). ProQuest Dissertations and Theses. https://www.proquest.com/openview/d817383d8120bdd83652b7d30d7a4df7/1?pq-origsite=gscholar&cbl=18750&diss=y

[28] Rosal, H. C. O. (2024). Narratives of Technology and Livelihood Education Teachers in the Use of Authentic Assessment. Journal of Education, Learning, and Management, 1(2), 27–40. https://doi.org/10.69739/jelm.v1i2.173 DOI: https://doi.org/10.69739/jelm.v1i2.173

[29] UNESCO. (2013). Technical and vocational education and training for the twenty-first century: UNESCO and ILO recommendations. United Nations Educational, Scientific and Cultural Organization.