1. Elwood L. Prias, et al. Ligao National High School Ligao City, Albay
TRAIN YOUR PEER (TYP): STRATEGY TO MAKE TLE TEACHERS
K TO 12-READY
Elwood L. Prias, et al. Ligao National High School Ligao City, Albay

2. INTRODUCTION

3. Teachers are central to quality learning
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)

4. Technology and Livelihood Education (TLE) teachers must have a National Certificate (NC) to teach any specialization in TLE under the K to 12 curriculum.

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

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

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

11. HOW

12. LITERATURE REVIEW 1
Short Term Course 2
Tutorial 3
Peer Training

13. 3
Peer Training
Peer 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.

14. 3
Peer Training
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).

15. Computer Hardware Servicing, 4 trainees
Electrical Installation and Maintenance, 3 trainees

16. RESEARCH QUESTIONS
Q1: 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?

17. RESEARCH QUESTIONS
Q3: 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?

18. CONCEPTUAL FRAMEWORK

19. METHODOLOGY & RESEARCH DESIGN
Identify trainers and trainees
Self-assessment
Training Plan
Approval
Training Proper
Assessment

20. RESULTS AND DISCUSSION
Q1: 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?
Computer Networking
Bending and threading conduits

22. RESULTS AND DISCUSSION
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?
100%

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

24. Only eight (8) out of nineteen (19) TLE teachers are NC holders.
16/21 or 76 with NC

25. Q3: 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?
20 hrs, P300/trainee
35 hrs, P1,800/trainee

26. TRAIN-YOUR-PEER (TYP)
ITEMS
TRAIN-YOUR-PEER (TYP)
SHORT-TERM COURSE
CRASH COURSE
Time Spent/Duration
20-35 hours
hours
40 hours
Money spent Total training cost -(materials, training fee, assessment fees)
P per trainee
P 5,500 per trainee
P 5,000 per trainee

27. Big SAVINGS!
Up to 91%
Up to 64%

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

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

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

31. CONCLUSION & RECOMMENDATION
Teachers’ skills in the specialized technical-vocational courses they are handling are inadequate vis-à-vis the competencies set by TESDA.
It is recommended that they undergo TYP before they submit themselves to assessment.

32. 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.

33. 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.

34. Train
Your
Peer

35. Thank
You
Po!