DO-54-s-2022-presentation.pdf

Professionalism Integrity Excellence Service
DepEd Order No. 54, s. 2022
“Guidelines on the Selection
of SHS-TVL Specializations”
Bureau of Curriculum Development

7/5/2022
DO 54, s. 2022 “ Guidelines
on the Selection of Senior
High School- Technical,
Vocational, and Livelihood
Specializations”

7/5/2022
RATIONALE
Learner centeredness
Relevance
Disaggregation
Localization
Medium Term
Short Term
Long Term

7/5/2022
RATIONALE
It is important to remember however that a key feature of the K to 12 curriculum
is its emphasis on learner-centeredness. Therefore, learners’ preference must be
taken into consideration vis-à-vis the local and national development priorities of
the country.
Using the principles of learner-centeredness, relevance, disaggregation, and
localization, this policy provides the guidelines which shall enable SHSs to decide
on the best possible roster of specializations to offer by identifying the
intersections between the national and local development priorities, learners’
preference and input, and SDOs’/schools’ capacity to offer specific TVL
specializations.
This policy shall augment the absence of existing guidelines outlining the
processes to undertake to ensure that TVL specializations offered by SHSs are in
sync with learners’ preference, SDO and school capacity, and local and national
development priorities.

7/5/2022
SCOPE
These guidelines shall be anchored on the principles of learner-centeredness,relevance,
disaggregation, and localization.
Enable schools to organize data from learners, the national, regional, and local
development priority documents and data sources, and capacity of SDOs and
schools to offer identified TVL specializations.
The provisions in this policy shall help Regional Offices (ROs), SDOs and schools
decide on which TVL specializations to offer.
The procedures outlined in the policy will be take effect starting School Year
2023 while the offering of the streamlined list of TVL specializations will be
implemented from School Year 2024 onwards.
Private schools, state universities and colleges who offer SHS TVL may adopt this policy. This
policy shall only cover the current list of SHS TVL specializations.

7/5/2022
DEFINITION OF TERMS
Disaggregation
subdivision of national development plans/priorities based on local
development plans.
Learner-
centeredness
refers to the priority allotted for learners’ preferred TVL specializations.
Localization
It pertains to ensuring that priorities are in-line with the context at the
province/city/municipal level

7/5/2022
DEFINITION OF TERMS
Relevance alignment of technical skills development to local and national
development plans
Sector
Collective term for a range of technical skills for a specific area or field
(i.e., processed food and beverages, garments, electronics, and
construction)
Special Program for
the Technical-
Vocational-
Livelihood (TVL)
Track
different specializations and programs under/related to TVL. Included in
this category are the SHS Maritime Specialization, SHS Basic
Conservation Program, and the Special Program in Technical-
Vocational-Livelihood and Education (SPTVE) Program
Space refers to the immediate physical space near schools.

7/5/2022
Policy Statement
To institutionalize the steps to be undertaken by ROs, SDOs,
and TVL SHSs to identify the TVL specializations to offer.
Through this policy, SHSs shall offer SHS TVL specializations
appropriate to learners’ preferences, local and national
development plans, and school and SDO capacity. As a result,
learners will be ready for any of the four exits of Senior High
School—employment, entrepreneurship, middle-level skills
development, and higher education.

7/5/2022
Procedures
Learner-centeredness
The principle of learner-centeredness is based on Section 5 of the Enhanced Basic
Education Act of 2013 or Republic Act (RA) 10533. This section mandates that the K
to 12 curriculum should be learner-centered. In this policy, learner preference is
given importance through the learner preference survey distributed to learners and
the gathering of schools’ enrolment data per specialization.
Relevance
The second principle, the principle of relevance, is centered around the alignment of
the SHS TVL priorities to sectors that have high growth and increased prospects for
employment. National and regional plans will be used as the basis to identify these
relevant sectors.

7/5/2022
Procedures
Disaggregation
The third principle, disaggregation, is divided into two—disaggregation by sector and
disaggregation by space. Disaggregation by sector provides a clearer picture of sectors and their
sub-sectors. When taken in general, sectors may be seen to have low growth or may not have
many opportunities for employment. However, subsectors within these groups may not all have
the same behavior. Disaggregating sectors into their sub-sectors is a way to identify sub-sectors
which are doing better than others in terms of growth and employment.
Spatial disaggregation, on the other hand, is based on geographic priorities and challenges. Both
disaggregation by sector and space should be combined, which is what can be found in the
Philippine Development Plan (PDP) 2017-2022.
Localization
Finally, the principle of localization highlights how information from the closest surroundings of
schools act as the more immediate reference for SHS TVL. Province/municipality/city plans and
data will be used to both disaggregate and localize national and regional plans. Learners’
preference and all data gathered at the local and national level will be studied vis-à-vis the SDO
and schools’ capacity to offer identified specializations.

7/5/2022
Procedures

7/5/2022
Procedures
The resulting
intersections from the
four data sets from each
governance level shall be
used by schools to
decide on which TVL
specializations should be
offered.
To identify the intersections, the following steps shall
be followed by SHSs…..

7/5/2022
Procedures
Annex A. School’s Enrolment
Profile
1. Schools shall study the
SHS TVL enrolment data
per specialization
(current SY and for the
past three years). Grade
11 and 12 school
enrolment data shall be
recorded per
specialization and sector.
This information may be
lifted from the LIS.

7/5/2022
Procedures
2. Schools shall conduct a survey with Junior High
School (JHS) learners, asking them to identify five
preferred specializations per strand.
Annex B. Learner Survey
Form
For Steps 1 and 2, if the SHS is a stand-alone school, the school shall
refer to the enrolment data and conduct the learner preference survey
with students from their feeder JHSs.

7/5/2022
3. Schools shall conduct an internal school assessment. Information on the number of
available lecture rooms, laboratories, equipment, learning resources, faculty (with TM
and NC), and work immersion sites may be lifted from the School-Based Management
(SBM) data.
Procedures
Annex C.
School’s
Internal
Assessment

7/5/2022
4. Schools shall study local development plans to identify the specializations which
contribute to the growth of the local economy, generate the highest employment,
and can accommodate learners for employment.
Procedures
Annex C.
School’s
Internal
Assessment

7/5/2022
4. Schools shall study local development plans to identify the
specializations which contribute to the growth of the local economy,
generate the highest employment, and can accommodate learners for
employment.
Procedures
Annex D. Local Development Information
What are the specializations
that contribute to the
growth of the local
economy?
that generate the highest
employment?
that can accommodate
learners for employment?

7/5/2022
Procedures
5. Schools shall study the national priorities from national development plans. Based on
the current list of SHS TVL specializations, identify the priority sectors listed in these
plans (i.e., AmBisyon Natin 2040, National Technical Education Skills Development
Plan, etc).
Annex E. Data Summary

7/5/2022
Procedures
6. Schools shall identify the specializations that fit all these five
criteria:
a.Specialization is among those with the greatest number of
enrollees
b.Specialization is among the Top 5 preferred specializations
per strand, based on the ranking of specializations from the
Learner Preference Survey
c.School has sufficient requirements to offer specialization
d.Specialization is in the local development plans/priorities
e.Specialization is in the national development
plans/priorities

7/5/2022
Procedures
Based on these criteria, schools shall list the specializations which they
will continue to offer. Schools shall only choose the specializations
which are common among the four data sets considered. Schools shall
also justify offerings which will be continued despite lacking
requirements
Schools may also indicate new/unique specializations to offer based
on their data gathering and analysis. They are then directed to
follow the provisions listed in DepEd Order 51, s. 2015 (Guidelines
on the Implementation of the SHS Program in Existing Public JHSs
and Integrated Schools, Establishment of Stand-Alone Public High
Schools, and Conversion of Existing Public Elementary and JHSs
into Stand-Alone SHSs) and DepEd Order 76, s. 2016 (SHS School
Manual of Operations Volume 1) as needed.

7/5/2022
Procedures
School Level
Summarized
the Data to be
submitted to
SDO
SDO Level
TLE
Supervisor
verify the
School’s Data
Summary
Regional
Office
Release the
approval
Process of Submission
and Approval

7/5/2022
Table 3. Information to be Gathered by Schools
and their Purpose
Information Purpose
Grades 11 and 12
Enrolment Data
Provides information on the number of SHS students enrolled per
strand, sector, and specialization
Learner Preference
Survey
Provides insight on learner’s preference in terms of the SHS TVL
specializations they would like to enroll in
School’s Internal
Assessment
Itemizes the existing laboratories, equipment, learning resources,
faculty, and work immersion venues per sector and specialization
Local and National
Development Information
Shows the specializations which contribute to the growth of the
national and local economy, generate the highest employment, and
can accommodate learners for employment
School’s Data Summary Provides a space to summarize findings, list specializations which
will be continued, and new specializations which will be proposed
Procedures

7/5/2022
Procedures
Table 4.
Timeline and
Procedure

7/5/2022
Monitoring and Evaluation
1
The Central Office through the Bureau of Curriculum Development and the Bureau of Learning Delivery shall provide technical
assistance as needed through input on curriculum and list of specializations to be offered based on the TLE and TVL
Curriculum Framework and the Rationalization of TLE and TVL specializations.
2
ROs, through the CLMD shall monitor compliance of SDOs to this policy. RO CLMD will also provide technical assistance
during implementation.
3
SDOs through the CID and the TLE/TVL Supervisor, shall monitor compliance of SHS TVL schools to all procedures in this
policy. They will utilize data at their disposal accurately.
4
Schools through the Principal, Registrar, and the SHS/TLE/TVL Focal Person shall monitor their enrolment, specializations
they offer, compliance with required facilities, availability of resources, and other relevant data.
5
SDOs shall submit the summary of data gathered to the RO. ROs will consolidate reports and submit the summary to the
BCD. These shall be done every end of the school year.
5
The DepEd Central Office, through the Bureau of Curriculum Development (BCD), shall validate the consolidated reports from
the ROs and evaluate the implementation of the policy. BCD shall also conduct an outcome evaluation of this policy after its
third-year implementation.

7/5/2022
Effectivity/Transitory Provision
The procedures outlined in the policy shall take effect starting
School Year 2023 while the offering of the streamlined list of TVL
specializations will be implemented from School Year 2024
onwards. The policy shall be registered with the Office of the
National Administrative Register at the University of the
Philippines Law Center, UP Diliman, Quezon City. It shall be
published in the official gazette or newspaper of general
circulation.
All DepEd Orders and other related issuances, rules, regulations,
and provisions which are inconsistent with these guidelines are
hereby repealed, rescinded, or modified accordingly.

7/5/2022
REFERENCES
• Asian Development Bank. (unpublished). Draft National Framework for Senior High School Technical-
Vocational-Livelihood Track Development.
• Department of Education. (2019). DepEd Order No. 21, s. 2019. Policy Guidelines on the K to 12 Basic
Education Program.
• Department of Education. (2016). Memo No. 76, s. 2016. Senior High School Manual of Operations.
• Department of Education. (2015). DepEd Order 51, s. 2015. Guidelines on the Implementation of the
Senior High School Program in Existing Public Junior High Schools and Integrated Schools,
Establishment of Stand-Alone Public High Schools, and Conversion of Existing Public Elementary and
JHSs into Stand-Alone Senior High Schools.
• Department of Education. (2015). DepEd Order No. 40, s. 2015. Guidelines on K to 12 Partnerships.
• Department of Education. (2013). K to 12 Technical-Vocational-Livelihood Curriculum Guides.
• National Economic and Development Authority. (2016). AmBisyon Natin 2040: A Long-term Vision for
the Philippines.
• National Economic and Development Authority. (2017). Philippine Development Plan 2017-2022.
• Technical Education and Skills Development Authority. (2018). National Technical Education and
Skills Development Plan 2018-2022.

7/5/2022

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