Joint Delivery Voucher Program for TVL Track Senior High

Norwin Bango
Eljay Bobias
Clint Jay Demetrio
Jeric Jobel Reglos
Jay Nathaniel Sorallo

University of Baguio High School

Chapter 1 The Problem

Background of the Study

Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013 recognizes the

constitutional mandate of the State to establish, maintain and support a complete, adequate, and integrated

system of education relevant to the needs of the people, the country and society-at-large."

RA 10533 thus directs the State to create a functional basic education system that will develop

productive and responsible citizens equipped with the essential competencies, skills and values for both

life-long learning and employment." To achieve this, the state is further instructed to "broaden the goals

of high school education for college preparation, vocational and technical career opportunities as well as

creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized

environment."

Pursuant to these mandates, among the hallmarks of the K to 12 Basic Education Program is the

Senior High School (SHS), which provides for a Technical-Vocational Livelihood (TVL) Track along

with three other Senior High School Tracks, namely: Academic Track, Sports Track, and Arts & Design
Track. The TVL Track has four strands: Agri-Fishery Arts (AFA), Home Economics (HE), Information

and Communication Technology (ICT), and Industrial Arts (IA) that offer various specializations.

RA 10533, it is provided in the transitory provisions that the Department of Education (DepEd:),

Commission of Higher Education (CHED), Technical education and Skills Development Authority

(TESDA), Technical Vocational Institutions (TVIs). and Higher Education Institutions (HEis) shall

coordinate closely with one another to implement strategies to ensure that the academic, physical,

financial and human resource capabilities not only of HEis, but also of TVls, are utilized and not

adversely affected. In conjunction, there is a need to address transitory shortage in workshops, tools,

equipment and teachers for the TVL Track in DepEd public Senior High Schools (SHSs).

Section 10 of RA 10533 (Expansion of E-GASTPE Beneficiaries) also states that the benefits as

stated by the Republic Act. No. 8545, or the Expanded Government Assistance to Students and Teachers

in Private Education Act, shall be extended to qualified students enrolled under the enhanced basic

education. The DepEd shall engage the services of private education institutions and non-DepEd schools

offering senior high school through

the programs under RA 8545 and other financial arrangements formulated by the DepEd and the

Department of Budget and Management (DBM) based on the principles of public private partnership.

RA 10533 thus directs the State to create a functional basic education system that will develop

productive and responsible citizens equipped with the essential competencies, skills and values for both

life-long learning and employment." To achieve this, the state is further instructed to "broaden the goals

of high school education for college preparation, vocational and technical career opportunities as well as

creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized

environment.

Operating on this premise, the Joint Delivery Voucher Program for Senior High School Technical

Vocational and Livelihood Specializations (JDVP-TVL) promotes partnerships between DepEd and
qualified institutions as stipulated in RA 10533, and acknowledges the complementary roles of public and

private educational institutions as stated in RA 8545 or the Expanded Government Assistance to Students

and Teachers in Private Education Act. Under this law, the invaluable contribution that the private schools

have made and will make to education and the complementary roles of public and private educational

institutions are recognized towards the fulfillment of the mandate of the State to promote and make

quality education accessible to all Filipino citizens. The State then undertook to provide mechanisms to

maximize the use of existing resources of private Education.

The said general mechanism under the E-GASTPE law was made more specific by the FY 2021

GAA by appropriating funds for JDVP-TVL intended to enable select DepEd public SHS students taking

Technical Vocational and Livelihood Track to take their TVL subjects in private or non-DepEd public

SHS subject to these guidelines. In addition, pursuant to Section 24 (Participating Schools), Rule VI (E-

GASTPE Beneficiaries and Other Financing Arrangements with Private Educational Institutions and non-

DepEd Public Schools) of RA 11465, the providers are expanded to include private TVIs, subject to the

issuance of these guidelines.

This JDVP-TVL is designed to optimize TVL learning by allowing SHS students enrolled in

public schools to avail of vouchers and take their TVL specializations in eligible partner institutions from

either private or non-DepEd public SHSs, as well as TVIs, offering their desired specializations.

The DepEd through the Office of the Undersecretary for Curriculum and Instruction (OUCI)

released DM-CI-2020-00162 titled Suggested Strategies in Implementing Distance Learning Delivery

Modalities (DLDM) for School Year 2020-2021, and TESDA provided the Guidelines in Implementing

Flexible Learning to TVET through Circular No. 062, s. 2020.

The JDVP-TVL partners and recipient schools shall employ the strategies stated in DM-CI-2020-

00162 and Circular No. 062, s. 2020 in the implementation of the JDVP-TVL for the current school year
to protect the health, safety, and well-being of learners, teachers and personnel, and prevent the further

transmission of COVID-19.

The M&E conducted shows that one of the challenges encountered in the implementation of the

program during the pandemic is the difficulty in finding partners, particularly in rural areas where only

80% of the participating schools have accessible JDVP partners. Thus, DepEd Order No. 04, s. 2021 was

issued to allow potential JDVP partners whose locations are beyond the eight-kilometer (8-km) radius

from the listed qualified DepEd Public Senior High Schools to participate in the program, provided that

they meet the basic requirements and the capacity dem ds to provide the education and training to the

JDVP-TVL learner-beneficiaries. The JDVP-TVL Guidelines for SY 2021-2022 has already included a

provision relevant to this.

Under this JDVP, the school has been a recipient since the school year 2019-2020. The

implementation of the said program brings challenges, positive impacts, and failures to both the recipient

and partner.

Sometimes, learners' skill competence (what they have and what they learned from school) could

not equal the required capacity and skill to do the task during the implementation of the JDVP, thus

creating a gap in their performance. Learners who experienced a persistent gap between their existing

capacity and the required capacity is an indication of their inability to fulfill their potential, in

consequence, lowering their skill enhancement and other related activities in the learning process.

The Joint Delivery Voucher Program can be open for suggestion for better management thus

therefore can be changed and improved. Hence, findings of the study will initially help increase

information on the benefits and failures if the said program as perceived by the grade 12 learners for

possible adjustment of the partner agency for better competence of learners and to be more efficient to

facing future challenges. In particular, the result of the study will benefit the following:
 Policymakers can obtain data from the study that can be codified for use in the formulation of

policies, programs, activities relative to the implementation of the Joint Delivery Voucher Program.

The study is also important because it assess the present conditions of the Grade 12 high school

learners. The Department of Education (DepEd) may use the data as bases for policy-making and program

planning for basic education schools which will promote knowledge and skills enhancement; decrease

drop-out rate; and promote scholastic growth of learners towards better education. The Division of

Baguio Benguet will have an idea regarding the weak and strong points of the learners, the school and its

partners which will provide baseline data to be utilized in the management and operation of the school

and its partners.

School Heads can gain additional information in understanding learners' perception which will

help the organization to sustain highly motivated and competent learners, faculty and staff and

networking.

The results may further help the school heads to review existing motivational policies and

practices with a hope that they can enhance academic achievement among the learners. This will be the

basis to plan programs for learners' development that will lead to their academic or scholastic growth. It

will also help them identify specific best practices of the partner in the implementation of the Joint

Delivery Voucher Program which could influence their management performance.

Teaching and Non-Teaching Staff of both the school and the partner will be encouraged to put

their best efforts and maximize their performance capabilities. The study will provide ideas in helping

them develop their potential, leadership and management skills.

Researchers may continuously study on the learning and teaching strategies of the training

schools as well as their best practices as partners in this program.

Finally, the researcher finds this study very important because it will serve as baseline in

conducting action research and action plan regarding the JDVP.

process and output as shown in the following process flow:

Chapter 2 Related Literature

The JDVP-TVL Guidelines cover Grade 12 students enrolled in DepEd public SHSS under the

TVL track who will be allowed to take their TVL specialization subjects in eligible private or non-DepEd

public SHSs and private TVIs for School Year 2021-2022. This shall guide concerned offices in the

Central Office (CO), Regional Office (RO), Schools Division Office (SDO), and schools in the program

implementation. Subsequent to the implementation of the JDVP-TVL in SY 2021-2022, these guidelines

shall be updated and enhanced for the succeeding school year based on the monitoring and evaluation

data.

Conceptual Framework

Policy Statement

The DepEd issues these Guidelines on the implementation of the JDVP-TVL with the primary

objective of enhancing the capability of DepEd SHSs to implement the TVL track through partnerships

with institutions that are equipped with necessary resources (teachers, workshops, tools and equipment) to

carry out the program. Specifically, the JDVP-TVL aims to:

a. enable the learners to complete their respective TVL specialization subjects

through the JDVP-TVL Partners;

c. address delays in the provision of the necessary resources for TVL

Specializations.

The JDVP-TVL is consistent with RA 8545, both in terms of policy and form of assistance.

Under this law, the invaluable contribution that the private schools have made and will make to education

and the complementary roles of public and private educational institutions are recognized towards the

fulfillment of the mandate of the State to promote and make quality education accessible to all Filipino

citizens. The State then undertook to provide mechanisms to maximize the use of existing resources of

private education.

The JDVP-TVL is a tuition fee assistance to Grade 12 students in DepEd public SHSS, which

have been identified as having inadequate facilities, equipment, teachers relevant to the implementation of

TVL specializations. The tuition fee assistance shall be in the form of JDVP-TVL voucher given to

learner-beneficiaries to enable them to cross-enroll for the completion of TVL specializations in eligible

private SHSs, non-DepEd public SHSs, or private TVIs (JDVP-TVL Partners).

The JDVP-TVL voucher amount shall be paid by DepEd upon its validation of statements

1submitted by JDVP-TVL Partners based on training services rendered for learner-beneficiaries payment

will be made directly to the bank account of JDVP-TVL partners and through the learner-beneficiaries.

The beneficiaries are the Grade 12 students enrolled in the TVL Track in 1: identified DepEd

public SHSs for SY 2022-2023 The said DepEd public SHSs' must be assessed and selected by their

respective SDOs and ROs based on the

following criteria:

a. have been offering SHS-TVL for the past four to five years;

b. have been ascertained to have inadequate facilities, equipment, tools and

c. are located in areas where there are accessible private SHSs, non DepEd

public SHSs, or private TVIs, which can provide further instructions and training to

learners to complete their needed TVL competencies and skills.

The consolidated list of qualified SHSs shall be prepared by the Bureau of Curriculum

Development (BCD) through a series of validation with the concerned SDOs and ROs.

Amount and Coverage of Vouchers

A JDVP-TVL voucher shall be granted to the beneficiaries in the qualified public SHSS in the

amount of twelve thousand five hundred fifty pesos (P12,550.00) per learner beneficiary.

JDVP-TVL Partners

Interested private SHSs, non-DepEd public SHSs, and TESDA-accredited private TVIs shall write a letter

of intent to participate in the program to the SDO where they are located and shall copy furnish the

respective RO the following week after the national orientation. The letter of intent shall use the attached

application form template (Annex 1), which shall be submitted along with the following documents

through email or via courier.

from the listed qualified DepEd public SHSs may apply to participate in the program, provided that they

meet the basic requirements and the capacity demands to provide the education and training to the JDVP.

TVL learner-beneficiaries.

Within five working days from receipt of the application, the SDO shall assess and validate the

documents/requirements submitted and, if warranted, issue a Certificate of Eligibility to the JDVP-TVL

Partner using the attached template.

The SDO shall email a list of eligible application to the RO and BCD after the one-week

assessment of applicants.

JDVP-TVL Voucher Issuance, Utilization and Implementation

The Participating School shall prepare the list of identified learner-beneficiaries using the

template provided in the memorandum for the implementation of the program. Such list shall be
submitted to the SDOs for validation purposes. The validated list of learner’s beneficiaries shall be

consolidated by the ROs to be forwarded to BCD. The participating DepEd public SHSS shall prepare a

list of students to be excluded from the program due to reasons (e.g., drop-out, transferring to another

school) using the template found in Annex 3A. Upon submission, the SDO shall validate the enrollment

status of the learner beneficiaries and shall then consolidate and submit the data to the BCD, copy-

furnish the RO using Annex 3B, together with the written justification letter the exclusion from the

program signed by the Schools Division Superintendent to the validated lists and for purposes of tracking

the number of learner beneficiaries and the actual cost of specialization, the BCD shall assign a set of

unique control numbers of the JDVP-TVL voucher to the RO. The RO shall then assign these unique

control numbers to each learner beneficiary. The control numbers assigned by the RO will then be

distributed through SDOS. The voucher codes are non-transferable from one learner-beneficiary to other.

(For any replacement(s) and/or alteration(s) on the master list, the DepEd SHSs must coordinate with the

SDO and RO for approval. Once the request is proved, the RO shall send the revalidated master list to the

BCD. The replacement(s)/alteration(s) should not exceed two revisions. If exceeded from two revisions,

the succeeding revision shall be subjected for approval of the CO, together with a ; written justification

letter signed by the SDS and recommendation by the Regional Director (RD). A certification indicating

the least mastered competencies and skills of the learner-beneficiaries shall be prepared by the TVL

teacher and shall be duly noted by the School Head (SH). It will serve as a reference of the JDVP TVL

Partner on the necessary training for learner-beneficiaries. This shall then be issued to the learner-

beneficiaries. The SDO shall furnish the list of JDVP-TVL Partners to the qualified DepEd public SHSs

through email or hard copy.

The RO shall issue the voucher (Annex 5) to the qualified learner-beneficiaries through the SDO.

The voucher entitles the learner-beneficiary to take 320 hours in any one or a combination of 1 to 4

specializations. The learner-beneficiaries are prohibited to transfer from one JDVP-TVL Partner to

another during the implementation of the program.

The SDO shall conduct an online orientation on the guidelines to the participating JDVP-TVL

Partners and participating DepEd public SHSs. The SDO shall inform these schools of the schedule of

orientations and shall keep a copy of the orientation program and proof of attendance as evidence of the

activity. Copies of Annex 4 shall be disseminated during the orientation.

BCD and OUCI will release a proposed timeline of activities for the JDVP-TVL SY 2022-2023

regarding the online national orientation on the guidelines, consolidation of the list of learner-

beneficiaries, DepEd SHSs, and TVI Partners, the obligation of the funds, and for the disbursement and

payment of the vouchers.

The main objective of the study was to determine the extent of the implementation of the Joint

Delivery Voucher Program as perceived by the grade 12 TVL learners.

Specifically, it sought answers to the following questions;

1. What are the beneficial effects of the Joint Delivery Voucher Program as perceived by the grade

12 TVL learners?

2. What is the extent of the implementation of the JDVP program as perceived by the grade 12

learners along:

a. Management Programs;

b. Attainment of Objectives; and

c. Delivery of Content;
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