Year: 2025
Type: article
Study design: Observational Study
Abstract: The Joint Delivery Voucher Program (JDVP) is a government funded educational and training initiative of the Department of Education in collaboration with the Technical Education and Skills Development Authority to enhance the quality of technical-vocational-livelihood (TVL) education in Senior High Schools by extending training programs through partnerships with Technical Vocational Institutions (TVIs). This study sought to answer the teachers’ level of challenges on the implementation of JDVP and test the significant difference in respondents' perceived challenges when grouped according to their characteristics. A descriptive correlation research design was utilized and data were collected from 110 SHS TVL teachers purposively selected in all districts in the Division of Cagayan de Oro City. In this study, female respondents dominated and the highest data obtained refers to Teacher III as respondents’ designation. Highest National Certificate II was attained by the greatest number of respondents with units in Master’s degree on top and who were highly competent in technical-vocational education. Key challenges in JDVP implementation include inadequate TVI resources and facilities and availability of TVIs. Despite these issues, statistical analysis revealed that there are no significant differences in perceived challenges based on sex, designation, highest education attainment, or highest national certification level, indicating that the teachers’ challenges in the implementation of JDVP are structural and independent of individual attributes, which calls for radical reform. It is highly recommended that program implementers should intensify conduct of regular inspection, evaluation and assessment on these areas to ensure readiness and alignment of the program in accordance with the national standard.
Authors: Emelyn Buenafe, Angelica Mae Mahistrado
Institution: PHINMA Cagayan de Oro College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4413477673