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    This document summarizes a process evaluation of the Career Guidance Program (CGP) implementation in selected schools in Bulacan, Philippines from 2017-2018 to 2018-2019. It found that while some schools were able to conduct all CGP activities, others faced challenges like a lack of time and overlapping activities. Guidance counselors and teachers also reported a heavy workload. Issues around a lack of guidance resources and facilities as well as incomplete release of student assessment results were also identified. The evaluation proposes an action plan to address gaps and avoid duplication of activities. It recommends further discussion with stakeholders and revision of monitoring tools to better evaluate outcomes and impact of the CGP.

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    This document summarizes a process evaluation of the Career Guidance Program (CGP) implementation in selected schools in Bulacan, Philippines from 2017-2018 to 2018-2019. It found that while some schools were able to conduct all CGP activities, others faced challenges like a lack of time and overlapping activities. Guidance counselors and teachers also reported a heavy workload. Issues around a lack of guidance resources and facilities as well as incomplete release of student assessment results were also identified. The evaluation proposes an action plan to address gaps and avoid duplication of activities. It recommends further discussion with stakeholders and revision of monitoring tools to better evaluate outcomes and impact of the CGP.

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    21 views29 pages

    CGP Presentation

    Uploaded by

    Marc
    This document summarizes a process evaluation of the Career Guidance Program (CGP) implementation in selected schools in Bulacan, Philippines from 2017-2018 to 2018-2019. It found that while some schools were able to conduct all CGP activities, others faced challenges like a lack of time and overlapping activities. Guidance counselors and teachers also reported a heavy workload. Issues around a lack of guidance resources and facilities as well as incomplete release of student assessment results were also identified. The evaluation proposes an action plan to address gaps and avoid duplication of activities. It recommends further discussion with stakeholders and revision of monitoring tools to better evaluate outcomes and impact of the CGP.

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    of 29

    The Best, The Gaps, The

    Challenges: A Process
    Evaluation of the Career
    Guidance Program (CGP)
    Implementation

    Marc Jan C. Tacdol


    Maribel M. Perez
    In line with the goal of the K to 12 Basic Education Program, one of the key
    functions of the department is to prepare learners to transition successfully
    toward a future career path. The Career Guidance Program of DepEd provides
    learners a clearer understanding of themselves and their potentials, clarify
    their goals, asses the development of their career needs to better grasp the
    actual process of choosing their own career. Understanding the process,
    implementation and potential utilization of the program may improve the
    services of the CGP and this will provide feedbacks for ongoing improvement.
    Rationale

    • DepEd Memorandum No 424, s. 2007 “Recognition of Guidance Counselors


    and Implementation of CGP"
    • DepEd Order No. 25, s. 2013 “Conduct of Career Guidance Week”
    • DepEd Order 41, s. 2015 “Senior High School Career Guidance Program”
    • DepEd Order No. 55, s. 2016 “Guidelines on the National Assessment of
    Student Learning”
    • Republic Act No. 11206 : Secondary School Career Guidance and Counseling
    Act
    Rationale
    • The Youth Formation unit of the SGOD is responsible for the management and
    implementation of the Youth Formation Program of the department such as:
    • Supreme Student Government (SSG) and Supreme Pupils Government (SPG)
    PPAs
    • Career Guidance Program (CGP)
    In addition, the unit is also responsible for monitoring the proper implementation
    of youth formation programs including the school implementation of the career
    guidance modules.
    Statement of the Problem
    This study aimed to evaluate (process evaluation) the implementation of the
    Career Guidance Program (CGP) in selected schools of Schools Division of
    Bulacan from school year 2017-2018 to school year 2018-2019 and identify
    where improvements may be made by crafting an action plan.
    How may the implementation of the CGP be evaluated in terms of the
    following:
    1.1. conduct of student career development activities through Career
    Guidance Week
    1.2. utilization of the Career Guidance Manual/Module
    1.3. Interpretation of the NCAE results
    Statement of the Problem
    2. What are the best practices of schools in implementing the CGP?

    3. What are the implementation issues and challenges encountered in


    implementing the CGP?

    4. What plan of action may be proposed to address the issues on CGP


    implementation?
    Type of Study

    This study utilized both quantitative and qualitative methods of research.


    Participants/Respondents

    The respondents of the study are the Registered Guidance Counselors and
    Guidance Advocates/Teachers from select public secondary schools in the
    division.
    Instruments

    • Career Guidance
    Program Monitoring Tool
    (SDO-BUL-QF-SGOD-
    YFP-001)

    • Focus Group Discussion


    Data Analysis

    For evaluation of CGP implementation (Inputs)


    • Frequency and Percentage

    For the Best Practices, Issues and Challenges in the CGP


    Implementation
    • Thematic presentation and in-depth analysis
    Findings

    Student Career
    Development
    Activities
    through the
    Career
    Guidance Week
    Findings

    Data on Schools in EDDIS II and IV that were able to Conduct All the Activities in the Career
    Guidance Week
    Findings

    Results of the Monitoring of Utilization of Career Guidance Modules in EDDIS II


    and IV for SY 2017-2018 and SY 2018-2019
    Findings

    Data on the Conduct of Interpretation of NCAE Results in EDDIS II


    and IV Schools in SY 2017-2018 and SY 2018-2019
    Findings (Best Practices)
    • Career Guidance Seminar for Grade 9 in partnership with Provincial Government of Bulacan

    • Student Career Development Activities


    (Dress-for-Success, Slam Poetry, Career Infomercial)

    • Clustering of Full-Fledged Guidance Counselors

    • Recognition of Stakeholders
    Findings (Issues and Challenges)
    Theme 1: “Akala mo lang, meron, pero wala!
    Wala!” – Oras

    “
    Findings (Issues
    and Challenges)

    Theme 2:
    “Pasan ko ang
    daigdig” –
    RGCs and
    CGAs
    Findings (Issues and Challenges)

    Theme 3:
    “Tinimbang ka
    ngunit kulang.”
    – Guidance
    Facilities and
    Resources
    Findings (Issues
    and Challenges)

    Theme 4:
    “Nasaan ka nung
    kailangan kita? –
    NCAE Results
    Proposed Action Plan
    Conclusion and Recommendations

    There are gaps in the implementation of the CGP that may be attributed to the
    issues and challenges facing its implementation, such as,
    a. lack of time and overlapping of activities
    b. heavy workload of RGCs and CGAs
    c. lack of guidance resources and facilities
    d. release of incomplete results of NCAE to schools
    Conclusion and Recommendations

    1. Avoidance of CGP activities’ duplication and integration of other related


    activities with the same objectives to be considered as one major activity in
    the CGP.
    Conclusion and Recommendations

    2. Identified gaps in program implementation and plan of action should be


    discussed with program implementers and other stakeholders of the program
    to be able to engage them as well in improving program delivery and
    implementation.
    Conclusion and Recommendations

    3. Plan of action as an output of this study may be considered


    in Youth Formation Unit’s crafting of interventions to address
    gaps in program implementation of CGP.
    Conclusion and Recommendations

    4. Revision of monitoring tool for CGP implementation that


    will capture needed data on indicators of achievement of input
    and outputs of program activities. Additional monitoring
    should be crafted for outcome and impact evaluation.
    Conclusion and Recommendations

    5. Outcome or impact evaluation of the CGP should be planned to better


    understand if intended outcomes or goals are being met, that would lead to
    better program planning and implementation.
    Thank you and God Bless!

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