guidance and counselling

2. 4 Levels of QA-M&E
how training participants react to
the training.
the extent to which participants
change attitudes, increase
knowledge, and/or increase
skills.
the extent to which change in
behavior occurs on the job.
the final outcomes that occur as
a result of the training.
Level 1
Reaction
Level 2
Learning
Level 3
Behaviors
EvaluLaetvieol n4
Results

3. When to do QA-M&E
(AIM Model)
Level 1
Reaction
Level 2
Learning
Level 3
Behaviors
Evaluation
• First two (reaction and learning) during
and at the end of the actual conduct of
the training/course;
• Third (behavior-on-the-job) will be done
at least three months to six months after
the training / course; and
• Fourth (result/impact) at least after a year
after finishing the training / course.
Level 4
Results

4. Rapid Competency Assessment (after
the session)
Choices
4 - Very competent
3 - Competent
1 - Not competent

5. RCA – Before Session
1. Provisions of the K to 12 Law
2. Provisions of the K to 12 Law on Curriculum
3. K to 12 Standards, Content Standards and Performance
Standards in a Learning Area (eg. Science, Math….)
4. Learning Competencies in Edukasyon sa Pagpapakatao
5. Provisions of the K to 12 Law on Senior High School
6. Provisions of the K to 12 Law on Career Advocacy
7. Career guidance in the curriculum
8. Career guidance responsibilities
9. Standards, content standards and performance standards
on Career guidance in the K-to 12 Curriculum.
10. Principles and Methods of Teaching/Integrating Career
Guidance in the Elementary and Secondary Schools

6. K to 12 Curriculum Model
Academic
Specialization
Technical-
Vocational
Specialization
Sports and Arts
Specialization
Offers tracks that
lead to
specializations in
Academics, Tech-
Voc. and Sports &
Arts
• Science, Math, English,
Contemporary Issues and
Specializations
Grades 11-12
(New HS Years 5-6)
• Core Learning Areas plus TLE
of the student’s choice
Grades 9-10
(New HS Years 3-4)
• Core Learning Areas and TLE
Grades 7-8
(New HS Years 1-2)
• Core Learning Areas plus Mother
Tongue until Grade 3; Science
starting Grade 3; EPP starting
Grade 4
Grades 1-6
Kindergarten • Learning Domains

10. K-12
Basic Education Program
Edukasyon sa
pagpapakatao
EsP

11. Career Gears
career choice
by students
Career
counselo
rs
Teachers
(sply EsP)

13. Contextual-developmental model of
career development
Family
Background
Personal
assets
School
experiences
Career
choice
Adult
Occupational
Status
Birth Childhood Adolescence Adulthood

14. Factors influencing career choice
• Family background
– Parental education
– Parental interest and expectations regarding education
– Parent’s occupation and employment
– Role models and differential experiences
• Personal assets
– Gender
– Academic attainment and aptitude
– Belief in own ability
– School motivation
– Domain specific interests and preferences
– Differences in values
• School experiences
– School type
– Differential treatment by teachers
– Number of science related options

15. Factors influencing career
progression
• Socio-economic family background
• Gender
• School experiences/qualifications
• Motivations/aspirations
• Occupational stereotypes
• Career opportunities
• Family formation

16. But …
• All factors are likely influences and are difficult to
distinguish
• Different factors are important at different stages in
life
• Most studies are based on relatively homogenous
samples, with a limited socio-economic status
component
• Most studies based on cross-sectional data only

17. Choosing a Career
One of the hardest—and most exciting—choices
one will ever make is his/her career. Although
chance may play a part, come prepared!
Rule#1: Choose a career that is something
he/she really likes to do.
Rule#2: Does his/her research and choose
carefully and thoughtfully.
Rule#3: Make it meaningful to him/her.
He / She owes it to himself/herself to
look for work that is meaningful and
rewarding!

18. Select Several Careers,
Not Just One
• It’s a good idea to have several careers in mind
rather than just one in first year of college.
• Approximately 60% of students change their
major at some point during their college career.
• It pays to be knowledgeable about more than
just one career field. The average graduate
changes their job seven times in their life.
• It also pays to develop a wide variety of general
skills, particular those related to communication.

20. K-12
Basic Education Program
Edukasyon sa
pagpapakatao
EsP

21. EsP as the Core of the CIA
The EsP Curriculum Framework is focused on
• Ethics
• Career Guidance
BUT
Must be LINKED well to the 7 learning areas (this is the
essence of SPIRAL Approach)
Guidance Counselors/Workers and class advisers are integral
stakeholders in the implementation of EsP in the Curriculum

22. Components of the NCAE Rating
• GSA (General Scholastic Aptitude)
– Science
– Math
– English
• TVA (technical-vocational aptitude)
– Clerical aptitude
– Entrepreneurial aptitude

23. The Spiral Approach
A three-dimensional approach in the curriculum by
considering
• vertical articulation in the curriculum (subject-specific from
K to 12, difficulty increases with grade level)
• horizontal articulation in the curriculum (integrating
all/appropriate learning areas)
• Dynamic interaction of vertical and horizontal articulation
of all learning areas with EsP Integration
Note: CIA specialists with the principals, heads and guidance
counselors/workers must always assist the teachers and
students.

24. DO
Grade 5
STUDY
ACT
Grade 3
Grade 4
Grade 6
Grade 8 Grade 7
Grade 9
Grade 10
Grade 11
Grade 12
Grade 1
Grade 2
Kinder

25. K-12
Basic Education Program
Edukasyon sa
pagpapakatao
EsP

26. HAMON NG EDUKASYON SA PAGPAPAKATAO
Hamon sa Mag-aaral
• Ang mag-aaral na nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat
Hamon sa mga Guro, Magulang, Guidance
Counselors, at Lahat
• Gabayan ang mag-aaral na matutunan ang
kabuluhan ng kanyang buhay, ang papel niya sa
pamilya at sa lipunan upang makibahagi siya sa
pamayanang pinaiiral ang katotohanan, kalayaan,
katarungan at pagmamahal.

27. RHGP in the K to 12 BEP

28. Pilosopiya ng Personalismo
Click to magnify
Click to magnify
Click to magnify

29. EsP
Frame

30. Mga Batayan Teorya sa mga
Pamamaraan sa Pagtuturo at Pagkatuto
Pilosopiya ng Personalismo
EsP
Frame

31. • Ang pagpapasya ng bata ukol sa kurso o
propesyon – dumadaan sa iba’t ibang
yugto batay sa kanyang pagtingin sa
sarili (self-concept), saloobin (attitude)
at mga pagpapahalaga.
• Ang pagtanggap o pagtanggi sa isang
kurso o trabaho batay sa obserbasyon
niya.

32. K-12
Basic Education Program
Edukasyon sa
pagpapakatao
EsP

35. K-12
Basic Education Program
Edukasyon sa
pagpapakatao
EsP

36. Mga Paksa sa EsP Grade 9
 UNANG MARKAHAN : Ang Papel ng
Lipunan sa Tao
 IKALAWANG MARKAHAN: Ang
Tungkulin ng Tao sa Lipunan
 IKATLONG MARKAHAN: Mga Kaugnay
na Pagpapahalaga sa Paggawa
 IKAAPAT NA MARKAHAN:
Mapanagutang Pagpaplano ng Kursong
Akademiko o Teknikal-Bokasyonal,
Negosyo o Hanapbuhay

37. UNANG MARKAHAN : Ang Papel ng Lipunan
sa Tao
 Layunin ng Lipunan: Kabutihang Panlahat
 a.Bakit may Lipunang Pulitikal
b.Prinsipyo ng Subsidiarity at Pagkakaisa
 Lipunang Ekonomiya (Economic Society)
 Lipunang Sibil (Civil Society), Media at
Simbahan

38. IKALAWANG MARKAHAN: Ang
Tungkulin ng Tao sa Lipunan
 Karapatan at Tungkulin
 Mga Batas na Nakabatay sa Likas na
Batas Moral (Natural Law)
 Ang Paggawa Bilang Paglilingkod at
Pagtaguyod ng Dignidad ng Tao
 Pakikilahok at Bolunterismo

39. IKATLONG MARKAHAN: Mga
Kaugnay na Pagpapahalaga sa
Paggawa
 Kasipagan at Pagpupunyagi
 Katarungang Panlipunan
Pamamahala ng Paggamit ng Oras
 Kagalingan sa Paggawa

40. IKAAPAT NA MARKAHAN: Mapanagutang Pagpaplano ng
Kursong Akademiko o Teknikal-Bokasyonal, Negosyo o
Hanapbuhay
 Mga Pansariling Salik sa Pagpili ng tamang kursong akademiko
o teknikal-bokasyonal, negosyo o hanapbuhay
– Talento
– Kasanayan (skills)
– Hilig
– Pagpapahalaga –(service to and love of country)
– Tunguhin
– Katayuang pinansyal
 Personal na Pahayag ng Misyon sa Buhay
 Mga Lokal at Global na Demand
 Pagpili ng kurso o trabaho

41. Mga Pansariling Salik sa Pagpili ng
tamang kursong akademiko o teknikal-bokasyonal,
negosyo o hanapbuhay
 13.1 Naipaliliwanag ang bawat
pansariling salik sa pagpili ng kursong
akademiko o teknikal bokasyonal,
negosyo o hanapbuhay
 13.2 Nakikilala ang sariling talento,
kakayahan at hilig at naiuugnay ang mga
ito sa pipiliing kursong akademiko o
teknikal bokasyonal, negosyo o
hanapbuhay

42. 13.3 Napatutunayan na ang pagiging tugma
ng mga personal na salik sa mga
pangangailangan (requirements) ng napiling
kursong akademiko/bokasyonal o negosyo
ay daan upang magkaroon ng makabuluhang
hanapbuhay o negosyo at matiyak ang
pagiging produktibo at pakikibahagi sa pagp
apaunlad ng ekonomiya ng bansa
13.4 Nakapagtatakda ng sariling tunguhin
pagkatapos ng haiskul na naaayon sa taglay
na mga talento, pagpapahalaga, tunguhin at
katayuang ekonomiya

43. 14. Personal na
Pahayag ng Misyon
sa Buhay
14.1
Nakapagpapaliwanag
ng kahalagahan ng
Personal na Pahayag
ng Misyon sa Buhay
14.2 Natutukoy ang
mga hakbang sa
pagbuo ng Personal
na Pahayag ng Misyon
sa Buhay

44. 14.3 Napatutunayan na sa pamamagitan
ng pagbuo ng Personal na Pahayag ng
Misyon sa Buhay, nagkakaroon ng
malinaw na direksyon ang kurso o
karera
14.4 Nakapagbubuo ng Personal na
Pahayag ng Misyon sa Buhay

45. 15. Mga Lokal at Global
na Demand
15.1 Natutukoy ang mga
trabahong may mataas na
lokal at global na demand
15.2 Nakikilala ang mga
mapamimiliang kursong
akademiko o teknikal-bokasyonal,
negosyo o
hanapbuhay na angkop sa
sariling
talento, kakayahan at hilig

46. 15.3 Napatutunayan na ang sapat (updated and
accurate) na impormasyon tungkol sa mga
trabahong kailangan sa Pilipinas at sa ibang bansa
ay makatutulong upang mapili at mapaghandaan
ang kursong akademiko o teknikal-bokasyonal na
maaaring maging susi ng sariling tagumpay at ng
pag-unlad ng ekonomiya ng bansa
15.4 Nakabubuo ng profile ng mga trabahong
mataas ang lokal at global na demand na angkop
sa taglay na mga talento at kakayahan,
pagpapahalaga at tunguhin

47. 16. Pagpili ng kurso o
trabaho
16.1 Naipaliliwanag ang
kahalagahan ng sistematikong
pagpili ng kursong akademiko
o teknikal-bokasyonal,
negosyo o hanapbuhay
16.2 Nakapagsusuri ng
pagkakatugma ng mga
pansariling salik sa lokal at
global na demand upang
makabuo ng pasya sa pipiliing
kursong akademiko o teknikal-bokasyonal,
negosyo o
hanapbuhay

48. 16.3 Napangangatwiranan na:
Mahalaga ang pagtutugma ng pansariling salik sa
lokal at global na demand upang makamit ang mga
itinakdang tunguhin tungo sa pagpapaunlad ng sarili
at pakikibahagi sa lipunan
16.4 Nakapagpapasya ng kursong akademiko o
teknikal-bokasyonal, negosyo o hanapbuhay
na ayon sa sariling kagustuhan na angkop sa mga
pansariling salik at lokal at global na demand

49. Career Guidance in the School
K - 8
Conceptualizing Career Development Programs
Conceptual Approach: Using a theory to set up a career
development approach
Example: Using Donald Super’s theory to conceptualize a
program.
– Students should develop a vocational self-concept.
– Students should learn about the major groups of occupations.
– Students should develop an awareness of what career
planning entails.
– Students should learn decision-making skills.

50. Career Guidance in the School
K - 8
Conceptualizing Career Development Programs
Rational/Empirical Approach: Uses empirical methods
to determine what skills and attitudes will be needed
by students and then uses this information to set up a
K-12 program to help students develop these
competencies.
Example: Research shows that women are
entering the workforce in increasing
numbers.
– what skills and attitudes would most likely
help women succeed in a career?

51. Career Guidance in the School
K - 8
Program Development
– Develop a program philosophy.
– Establish needs.
– Appoint a coordinator.
– Write program goals, objectives and
criteria for success.
– Determine what instruments will be used to
evaluate the program.
– Implement the program.

52. Career Guidance in the School
K - 8
Program Development Delivery
– By classroom infusion (e.g. the science teacher talking
about careers in science).
– Taught as a unit within a class subject (e.g. as a unit
within social studies).
– By special teachers who only teach careers.
– By school counselors who incorporate it into their
counseling duties.
– By schools having career day in which they invite
working people in from the community.
– By parent directed activities at home, guided by
counselors.
– By inviting other personnel in from external sources.

53. Career Guidance in the School
K - 8
Elementary (K-6) programs should:
– Give children a sense of self-efficacy and that their future
can be shaped by themselves and their own choices.
– Children should understand that abilities and interests also
help shape opportunity.
– Children should be helped to develop an awareness of the
world of work and what all of that entails.
– Students should be helped to explore possibilities but not
foreclose prematurely on a career option.
– Children should have opportunities to explore non-gender-role
stereotyping activities in relationship to the world of
work.

54. Career Guidance in the School
K - 8
Gr 7 - 8 programs should:
– Be flexible enough that it allows middle-schoolers to try out new
self-concepts and images of self.
– Clubs and activities can provide a individual opportunity to
explore options.
– Be organized around a theme and eliminate redundancy.
– Help students take a comprehensive, realistic look at the
occupations available to them.
– Introduce kids to interest inventories and personality
assessments (e.g. Holland’s interest inventory).
– Any program should be integrated with elementary and high
school programs.

55. Career Guidance in the School
K - 8
Examples of Grade 7 - 8 School Activities Designed to Achieve
Career Development Competencies
Student Competency Teacher Activity
Give students an interest inventory
or have them describe their
interests.
Bring in old newspapers for
students to look at and clip out
articles.
Bring in a career counselor or a
manager of a company to talk
to the students.
Demonstrate understanding of
self.
Describe at least five things
found in society that affect
the world of work.
Identify places in the
community that provide
opportunities for work.

56. Career Guidance in the School
Grades 9-12
Grades 9 - 12 Programs Should:
– Help students look at their choices in elective curriculum,
extra-curricular activities, and after school jobs, and how
those might relate to later career choices.
– Help students learn good decision-making skills.
– Help students learn where to access occupational
information.
– Help students explore career choices, narrow and clarify
goals.
– Help students look at college requirements and what this
means to them and their career choices.
– Help students determine what, if any, pre-requisites might be
required for an entry level position into the career of choice.

57. Career Guidance in the School
Grades 9 - 12
Examples of Grades 9-12 Activities Designed to Achieve
Career Development Competencies
Competencies The Student Will
Positive attitudes toward work
and learning.
Learn skills in making
decisions and choosing
educational goals.
Skills in career exploration
and planning.
Demonstrate a positive work
ethic.
Project and describe factors
that may influence educational
and career decisions.
Develop career plans that
include the concept that the
world is ever changing and
demands life-long learning.

58. Career Guidance in the School
Grades 9 - 12
Grades 9 - 12 Program Delivery Methods
– Field trips and visits to training programs.
– Use of portions of regular class time to explore educational
and vocational planning.
– Career development units incorporated into regularly
scheduled classes.
– Career related information infused into all classes whereby
the teacher continuously relates subject matter to the world
of work.
– Special classes just on career education.
– Life planning classes and groups
– Career Counseling

59. Career Guidance in the School
Grades 9 - 12
Special Consideration
Not all students will benefit from traditional methods of
career education. Some will need special
consideration. These include students who are:
Gifted
Physically
Challenged
Emotionally
Or Mentally
Disabled
Learning
Disabled

60. Rapid Competency Assessment
(after the session)
Choices
4 - Very competent
3 - Competent
1 - Not competent

61. RCA – After the Session
1. Provisions of the K to 12 Law
2. Provisions of the K to 12 Law on Curriculum
3. K to 12 Standards, Content Standards and
Performance Standards in a Learning Area (eg.
Science, Math….)
4. Learning Competencies in Edukasyon sa
Pagpapakatao
5. Provisions of the K to 12 Law on Senior High
School
6. Provisions of the K to 12 Law on Career Advocacy
7. Career guidance in the curriculum
8. Career guidance responsibilities
9. Standards, content standards and performance
standards on Career guidance in the K-to 12
Curriculum.

62. 4 Levels of QA-M&E
how training participants react to
the training.
the extent to which participants
change attitudes, increase
knowledge, and/or increase
skills.
the extent to which change in
behavior occurs on the job.
the final outcomes that occur as
a result of the training.
Level 1
Reaction
Level 2
Learning
Level 3
Behaviors
EvaLlueavetil o4n
Results

63. When to do QA-M&E
(AIM Model)
Level 1
Reaction
Level 2
Learning
Level 3
Behaviors
Evaluation
• First two (reaction and learning) during
and at the end of the actual conduct of
the training/course;
• Third (behavior-on-the-job) will be
done at least three months to six
months after the training / course; and
• Fourth (result/impact) at least after a
year after finishing the training /
course.
Level 4
Results

65. Choosing a Career
One of the hardest—and most exciting—choices
you’ll ever make is your career. Although
chance may play a part, come prepared!
Rule#1: Choose a career that is something
you really like to do.
Rule#2: Do your research and choose
carefully and thoughtfully.
Rule#3: Make it meaningful to you.
You owe it to yourself to look for work
that is meaningful and rewarding!

66. Choose Career Options That Match Your Values
• Knowing what you value most will help you refine
your career search and choice:
– Helping others
– Prestige
– High income
– Flexible work hours
• Establish and align values, career choice, and
career goals for motivation.

67. Surviving in a Fast Economy
• You will always have some control over your
career.
• You must accept risks and plan for the future to
advance your career.
• A college degree does not guarantee employment.
• A commitment to lifelong learning will help keep you
employable.

68. Factors to Consider
Do:
• explore a number of
careers and majors
• get involved
• Get advice from people in
your target occupation
• follow your passion
• Dare to try something
new
Don’t:
• focus on a major just to
get a career out of it
• select a major just
because it is “cool” or
seems to promise
prestige
• let someone else push
you into a job
• Assume that you have it
all figured out

69. Factors Affecting Career Choices
• Interests
• Skills
• Aptitudes
• People skills
• Experience
• Family traditions
• Personality
• Life goals and
work values

70. Exploring Your Interests
Holland’s Hexagonal Model of Career Fields
Investigative
Artistic
Social
Realistic
Conventional
Enterprising

71. Where to Go for Help
• Career center
• Faculty
• Upper-class students
• Student organizations
• Placement services

72. Become Knowledgeable
About Careers
• Explore the Occupational Outlook Handbook at
http://www.bls.gov/oco/
• Research several careers, not just one
• Browse the Careers section of a local bookstore
• See a career counselor
• Scope out Internet resources
• Network--many people love to talk about
their jobs!

73. What to Look for in a
Career
• Major career field target
• Preferred type of work
• Income requirements
• Geographical requirements
• Special needs
• Industry preferences
• Stress level
• Level of interaction with other
people
• Indoor vs. outdoor
• Amount of independence
• Balance between creative and
conventional tasks
• The type of people you would
interact with
• Physical requirements
• Local/national/international
organization
• Benefits and perks
• Advancement opportunities
• A good boss
• Training
• Industry outlook
• Reputation of the firm in the
industry

74. Select Several Careers,
Not Just One
• It’s a good idea to have several careers in mind
rather than just one in your first year of college.
• Approximately 60% of students change their
major at some point during their college career.
• It pays to be knowledgeable about more than
just one career field. The average graduate
changes their job seven times in their life.
• It also pays to develop a wide variety of general
skills, particular those related to communication.

75. Network
• Check with people you know about career
information.
• Networking can lead to meeting someone
who may be able to answer your questions
about a specific career or company.
• It is an effective way to learn about the type
of training necessary for a particular
position, what it took to get into the field, and
the positive and negative aspects of the
work.
• More and more professionals are active on
online networks such as LinkedIn.com and
Doostang.com. Some professionals even
use Facebook to get in touch with others in
their field…as well as research potential
candidates.

76.  Assess Your Skills
 Academic Strengths
 Reading, Writing, Speaking, and Listening
 Math
 Creative Thinking
 Problem Solving and Decision Making
 Personal Qualities
 Self-Esteem, Self-Management, Responsibility
 People Skills
 Social, Negotiation, Leadership, Teamwork

77. See a Career Counselor
• The career counselors at your college
are trained professionals who can help
you
– discover your strengths and
weaknesses
– evaluate your values and goals
– sort through what type of career you
want
• They will not tell you what to do, they
will simply help identify what factors
may lead to successful and interesting
career options.

78. Questions for Academic Advisors
• What classes should I take this term and next?
• What sequence of classes should I take?
• Am I taking too many difficult classes in one term?
• What electives do you
recommend?
• What career
• opportunities
are there if I study
mainly _____?

79. 13. Mga Pansariling
Salik sa Pagpili ng
tamang kursong
akademiko o teknikal-bokasyonal,
negosyo o
hanapbuhay
a. Talento
b. Kasanayan (skills)
c. Hilig
d.Pagpapahalaga –
(service to
and love of country)
e. Tunguhin
f. Katayuang
pinansyal
Naipamamalas ng
mag-aaral ang
pag-unawa sa mga
pansariling salik
sa pagpili ng
tamang kursong
akademiko o
teknikal-bokasyonal,
negosyo o
hanapbuhay.
Nagtatakda ang
mag-aaral ng
sariling tunguhin
pagkatapos ng
haiskul na
naaayon sa
taglay na mga
talento,
pagpapahalaga,
tunguhin at
katayuang
ekonomiya.
13.1 Naipaliliwanag ang
bawat pansariling salik
sa pagpili ng kursong
akademiko o teknikal
bokasyonal, negosyo o
hanapbuhay
13.2 Nakikilala ang
sariling talento,
kakayahan at hilig at
naiuugnay ang mga ito
sa pipiliing kursong
akademiko o teknikal
bokasyonal, negosyo o
hanapbuhay

80. 13.3 Napatutunayan na ang pagiging
tugma ng mga personal na salik sa mga
pangangailangan (requirements) ng napiling
kursong akademiko/bokasyonal o negosyo
ay daan upang magkaroon ng
makabuluhang hanapbuhay o negosyo at
matiyak ang pagiging produktibo at
pakikibahagi sa pagp
apaunlad ng ekonomiya ng bansa
13.4 Nakapagtatakda ng sariling tunguhin
pagkatapos ng haiskul na naaayon sa taglay
na mga talento, pagpapahalaga, tunguhin
at katayuang ekonomiya

81. 14. Personal na
Pahayag ng
Misyon sa Buhay
Naipamamalas
ng mag-aaral ang
pag-unawa sa
kahalagahan ng
Personal na
Pahayag ng
Misyon sa
Buhay.
Nakabubuo
ang mag-aaral
ng Personal na
Pahayag ng
Misyon sa
Buhay.
14.1
Nakapagpapaliwa
nag ng
kahalagahan ng
Personal na
Pahayag ng
Misyon sa Buhay
14.2 Natutukoy
ang mga hakbang
sa pagbuo ng
Personal na
Pahayag ng
Misyon sa Buhay

82. 14.3 Napatutunayan na
sa pamamagitan ng
pagbuo ng Personal na
Pahayag ng Misyon sa
Buhay, nagkakaroon ng
malinaw na direksyon
ang kurso o karera
14.4 Nakapagbubuo ng
Personal na Pahayag ng
Misyon sa Buhay

83. 15. Mga Lokal at
Global na Demand
Naipamamalas ng
mag-aaral ang
kahalagahan ng
kaalaman sa mga
lokal at global na
demand sa
paggawa.
Nakabubuo ang
mag-aaral ng
profile ng mga
trabahong mataas
ang lokal at global
na demand na
angkop sa taglay
na mga talento at
kakayahan, hilig,
pagpapahalaga at
mithiin.
15.1 Natutukoy ang
mga trabahong may
mataas na lokal at
global na demand
15.2 Nakikilala ang
mga mapamimiliang
kursong akademiko o
teknikal-bokasyonal,
negosyo o
hanapbuhay na
angkop sa sariling
talento, kakayahan at
hilig

84. 15.3 Napatutunayan na ang
sapat (updated and accurate) na
impormasyon tungkol sa mga
trabahong kailangan sa Pilipinas
at sa ibang bansa ay
makatutulong upang mapili at
mapaghandaan ang kursong
akademiko o teknikal-bokasyonal
na maaaring maging susi ng
sariling tagumpay at ng pag-unlad
ng ekonomiya ng bansa
15.4 Nakabubuo ng profile ng
mga trabahong mataas ang lokal
at global na demand na angkop
sa taglay na mga talento at
kakayahan, pagpapahalaga at
tunguhin

85. 16. Pagpili ng kurso o
trabaho
Naipamamalas ng
mag-aaral ang pag-unawa
sa kahalagahan
ng pag-aaral sa
paghahanda para sa
pagnenegosyo o
paghahanapbuhay.
Nakapagpapasya
ang mag-aaral ng
kursong akademiko
o teknikal-bokasyonal,
negosyo
o hanapbuhay na
ayon
sa sariling
kagustuhan at
angkop sa mga
pansariling salik at
lokal at global na
demand.
16.1 Naipaliliwanag ang
kahalagahan ng
sistematikong pagpili ng
kursong akademiko o
teknikal-bokasyonal,
negosyo o hanapbuhay
16.2 Nakapagsusuri ng
pagkakatugma ng mga
pansariling salik sa lokal
at global na demand
upang makabuo ng pasya
sa pipiliing kursong
akademiko o teknikal-bokasyonal,
negosyo o
hanapbuhay

86. 16.3 Napangangatwiranan na:
Mahalaga ang pagtutugma ng
pansariling salik sa lokal at global
na demand upang makamit ang
mga itinakdang tunguhin tungo sa
pagpapaunlad ng sarili at
pakikibahagi sa lipunan
16.4 Nakapagpapasya ng kursong
akademiko o teknikal-bokasyonal,
negosyo o hanapbuhay
na ayon sa sariling kagustuhan na
angkop sa mga pansariling salik at
lokal at global na demand