INTEGRATION OF TVET IN SHS CURRICULUM

Positive communication in the school setting is essential for creating a supportive and inclusive learning environment. Positive communication involves treating others with respect, valuing their perspectives, and practicing empathy. This promotes a sense of belonging and encourages students, teachers, and staff to express themselves freely without fear of judgment or ridicule. Effective communication requires active listening. We can comprehend the wants, worries, and ideas of staff, instructors, and students by listening to them intently. This promotes meaningful communication, builds trust, and makes cooperative problem-solving possible. Collaboration and teamwork among students, instructors, and staff are fostered by positive communication. It entails making decisions together, soliciting other viewpoints, and pursuing a single objective. In addition to improving the educational process, this fosters the growth of critical interpersonal and social skills. In the school community, good relationships are cultivated via constructive communication. We may build connections, foster a healthy school atmosphere, and build trust by communicating in an open and courteous manner. Better academic results and general well-being follow from this. Good communication involves parents and guardians in addition to the school environment. To assist students' academic and personal growth, parents/guardians and teachers can form collaborative partnerships by having open lines of communication. In conclusion, developing relationships, settling disputes, encouraging involvement, and fostering a positive school culture all depend on effective communication in the classroom. It lays the groundwork for a supportive and welcoming classroom where learners can flourish intellectually, socially, and emotionally.

author is Teacher

-oOoThe

III at Sapang Bato Elementary School Division of Angeles City

JOAN A. LEIDO

To make sure Senior High School graduates are “ready and employable for the workforce,” President Ferdinand R. Marcos Jr. has ordered the integration of the technical and vocational education and training (TVET) in the curriculum of SHS. The President stressed the need to reskill and upskill workers, in order to meet the demands of the current and future labor market in the country and globally. He also expressed the importance of consulting industries and government agencies, so that skills training and education are aligned with the goal of future employability. This is in keeping with achieving the goals of Ang Bagong Pilipinas or the New Philippines. The Technical Education and Skills Development Authority (TESDA) said the SHS graduates would be given the “National Competency Skills” certification, on top of their diploma, to give them a higher chance to get employed. The President's directive would be “more advantageous” for SHS students because it will improve their employability. A technical working group (TWG) will be created to discuss the “nitty gritty” of the SHS’ curriculum development, which will be composed of the TESDA, the Department of Education, the Commission on Higher Education, and the Department of Labor and Employment. There will be a pilot testing of the planned integration of the TVET in the SHS curriculum. The TWG will select the regions where the pilot testing will be done. Some of the factors considered include “poverty incidence and the largeness, mediumness, and smallness of a region." There is also a plan to retrain the teachers to enable them to contextualize the TVET programs, adding that the training will be conducted first in public schools.

-oOoThe author is a TEACHER II at CANSINALA NATIONAL HIGH SCHOOL