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TRAIN YOUR PEER (TYP): STRATEGY TO MAKE TLE TEACHERS K TO 12-READYElwood L. Prias, et al.Ligao National High SchoolLigao City, AlbayINTRODUCTION

Teachers are central to quality learning.

It is only when teachers are qualified that learners can acquire the relevant skills including technical and vocational skills for decent work and entrepreneurship.

(Asia Pacific Statement on Education Beyond 2015 or the Bangkok Statement)Technology and Livelihood Education (TLE) teachers must have a National Certificate (NC) to teach any specialization in TLE under the K to 12 curriculum.

Only eight (8) out of nineteen (19) TLE teachers are NC holders.7

9/21 or 43% with NCOnly eight (8) out of nineteen (19) TLE teachers are NC holders.8

NCOnly eight (8) out of nineteen (19) TLE teachers are NC holders.9

HOW

LITERATURE REVIEWPeer learning is a system of instruction in which learners help each other learn by teaching themselves (Goodlad and Hirst, 1989 as cited by Barclay, 2013). It is commonly used by successful companies around the world to improve workplace productivity. It facilitates sharing knowledge, expertise, skills, insights, and experiences through dialogue and collaborative learning.

It also shortens learning curve by reducing the time required for knowledge transfer by providing direct access to a range of experts and peers who can share the required knowledge and skills in an environment that promotes rapid learning (Chronus, 2015).

RESEARCH QUESTIONSQ1: What are the skills that TLE teachers still need to be competent with in the field of Computer Hardware Servicing (CHS) NC II and Electrical Installation and Maintenance (EIM) NC II?

Q2: What is the passing rate in the TESDA competency assessment of TLE teachers who underwent peer training in CHS NC II and EIM NC II?

RESEARCH QUESTIONSQ3: How much time and money is spent in the conduct of TYP in CHS NC II and EIM NC II? How efficient is TYP in terms of time and money compared to other training modes?

Q4: What factors contribute to a successful conduct of peer training in CHS NC II and EIM NC II? CONCEPTUAL FRAMEWORK

METHODOLOGY & RESEARCH DESIGNRESULTS AND DISCUSSIONQ1: What are the skills that TLE teachers still need to be competent with in the field of Computer Hardware Servicing (CHS) NC II and Electrical Installation and Maintenance (EIM) NC II?

RESULTS AND DISCUSSIONQ2: What is the passing rate in the TESDA competency assessment of TLE teachers who underwent peer training in CHS NC II and EIM NC II?

9/21 or 43% with NCOnly eight (8) out of nineteen (19) TLE teachers are NC holders.23

16/21 or 76 with NCOnly eight (8) out of nineteen (19) TLE teachers are NC holders.24Q3: How much time and money is spent in the conduct of TYP in CHS NC II and EIM NC II? How efficient is TYP in terms of time and money compared to other training modes?

ITEMSTRAIN-YOUR-PEER (TYP)SHORT-TERM COURSECRASH COURSETime Spent/Duration20-35 hours356-402 hours40 hoursMoney spentTotal training cost -(materials, training fee, assessment fees)

P 300-1800 per traineeP 5,500 per traineeP 5,000per trainee

Big SAVINGS!Q4: What factors contribute to a successful conduct of peer training in CHS NC II and EIM NC II?

Q4: What factors contribute to a successful conduct of peer training in CHS NC II and EIM NC II?

Q4: What factors contribute to a successful conduct of peer training in CHS NC II and EIM NC II?

CONCLUSION & RECOMMENDATION Teachers skills in the specialized technical-vocational courses they are handling are inadequate vis--vis the competencies set by TESDA.

It is recommended that they undergo TYP before they submit themselves to assessment.

TYP saves up to 91% of the time and up to 64% of the money spent in short-term and crash courses however, the passing rate of teachers in the TESDA assessment after TYP was 100%.

This mode of training is as effective as other training modes but it is the most efficient in terms of time spent and cost.

It is strongly recommended that teachers choose this training option as they prepare themselves for TESDA assessment in other trade areas. Available and willing peer trainers, determined peer trainees and supportive school administration were the factors that contributed to the success of TYP.

When adopting this training mode, it is recommended to have those factors satisfied.

TrainYourPeerThankYouPo!