CAREER GUIDANCE MODULE FOR GRADE 12

Grade
Module 1:
Entering the Exits
Introduction
The title of Module 1 “Entering the Exits” means entering a curriculum exit after Grade 12.
As learners, you will have to choose whether you will proceed to college, do business, look for a
job, or develop the middle-level skills.

The module will help you identify their interests through the National Career Assessment
Examination (NCAE). This is a tool that will help you choose the curriculum exit suited for you. It
is expected that at the end of the module, you will appreciate you chosen life, career and
curriculum exit based on your interests and personality type.

Objectives:
At the end of this module, you are expected to:
1. determine preferred life and career based on chosen curriculum exit; and
2. appreciate the chosen life, career, and curriculum exit based on one’s interests and
personality type.

Lecturette (30 minutes)

The Four Curriculum Exits
In order to guide the conduct of career guidance at the school level and to ensure
the development of skills and competencies required in the world of work, the Department
of Education conducts career assessment to Grade 9 students through the National
Career Assessment Examination (NCAE). The NCAE aims to provide guidance to
individual learners for their future educational and career choices. It also provides the
basis for profiling learners’ aptitude in the four Senior High School tracks.

There are three domains measured in the NCAE. These are the General
Scholastic Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for Senior
High School Tracks. The GSA measures the learner’s reading comprehension and
scientific, verbal, mathematical, and logical reasoning ability. The OII is a checklist of
occupational interests that provides an assessment of inclinations or preferences for
comprehensive career guidance. The Aptitude for SHS Tracks determines the learner’s
inherent capacity to succeed in the SHS tracks.

A profile chart of the students’ occupational inclinations and preferences through

the identified cluster occupations is provided in the results of the NCAE. The test is being
administered to all Grade 9 learners who are currently enrolled in public and private
schools with government permit or recognition. Moreover, learners with special needs
may also be assessed provided that test accommodations are met (per DepEd Order No.
55, s. 2016 Sec. 9).

Helping people make career decisions has been fundamental to counseling

psychology since its emergence as a profession, and it continues to be central to its
identity today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology, 2010).

After acquiring all the knowledge, skills, and attitude and being aware of their
interests and possible career path, Grade 12 learners will now choose the curriculum exit
they will pursue after senior high school. Grade 12 learners may choose to work
immediately since they are of legal age and have the competencies to perform a specific
job, or to pursue a business they can start to earn money. They may also proceed to
higher education and pursue a degree course or take up any Technical Education and
Skills Development Authority (TESDA) courses for middle-level skills development.
Employment. Any senior high school graduate who plans to work after senior high school
can check with the Public Employment Service Office (PESO) in their locality for possible
job vacancies, or they can browse in the Department of Labor and Employment
website,www.ble.dole.gov.ph for possible local employment.

Entrepreneurship. Senior high school graduates who plan to pursue the

entrepreneurship exit will have to consider many things. They have to be cautious lest
they end up losing money invested in the business. The Philippine Business Industry (as
cited in http://www.biznewsph.com/p/business-ideas-inphilippines. html, 2012) has come
up with a list of ideas where prospective entrepreneurs can start and grow their own
business in the Philippines. (See Appendix 3: List of Business Ideas in the Philippines.)

Higher Education. Senior High School graduates who would want to pursue a degree
course in higher education may directly inquire at any colleges and universities in their
area. They may also inquire at www.ched.gov.ph, the official website of the Commission
on Higher Education (CHED) for the recognized programs of schools per region.

Middle-Level Skills Development. Senior high school learners who may want to pursue
middle-level skills development after finishing a specific track and strand in senior high
school may inquire at their local TESDA offices for the courses offered in their locality.
Those who went to Technical Vocational Livelihood Track and earned a National
Certification Level II may apply for a higher level of national certification if they opt to do
so.
Senior high school graduates may go to any curriculum exit regardless of the SHS
track they took. If a learner took up a TVL Track, he/she can still enroll in college to pursue
higher education. Moreover, after entering a specific exit, any SHS graduate may proceed
to another exit. For example, a graduate who chooses to pursue higher education and
gets employed after graduation may enter into a business or pursue middle-level skills
development while employed.

Nonetheless, whatever curriculum exit senior high school graduates pursue is their
own decision. They only have to maximize their talents and resources in order to be
successful. As what author and speaker Mack R. Douglas said, “You are responsible for
everything you do.”

Evaluation (20 minutes)

Activity: My Plan to Exit

Instructions: Write your occupational interest based on your preference and plan after senior
high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if you plan to
proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you want to
pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to proceed to
this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the specific skilled courses
if you plan to proceed to this exit and indicate when.

Note: This activity emphasizes that senior high school graduates can go to any curriculum exit
regardless of the SHS track they took. Moreover, after entering a specific exit, the SHS graduates
may pursue another exit.
 Activity Sheet: MY PLAN TO EXIT

Reflection (10 minutes)

Journal Reflection 1
On your Career Guidance Journal (or clean sheet of paper) please write a reflection
about “My Meaningful Exit from Senior High School.”

Expected Activity Outputs:

Module 1 – Entering the Exits

 My Plan to Exit
 Journal Reflection
 CAREER GUIDANCE MODULE FOR GRADE 12
Grade
Module 2:
Discovering the Cs
Introduction
You are now another step closer to achieving life and career success! From the previous
module, the you were able to identify your curriculum exit. Understanding where to start your
career whether from employment, entrepreneurship, middle-level skills, or higher education upon
graduation will give you better chances of success.

In this module, you will learn the relationship of academic achievement to life and career
success. This module will encourage you to strive harder in pursuing your respective strands and
tracks, and consequently improve your academic standing. The module is also designed for you
to utilize the Labor Market Information (LMI) for various job opportunities. Finally, you will be able
to identify the seven Cs of lifelong skills that will prepare you to meet both the occupational
changes and changing individual needs associated with life and career.

So, let us now open the door and explore the Cs of life and career!

Objectives
At the end of this module, the you are expected to:
a. identify the different lifelong skills that respond to the changing nature of work;
b. relate academic achievement to life and career success;
c. express appreciation on the relationship of academic achievement to life and career success;

Lecturette (30 minutes)

The Changing Nature of Work

With the rapid pace of technological advances in the global labor market, various
occupations are continually being created. These demands open doors to numerous job
opportunities today and in the future. In an article from the Society of Human Resource
Management (2013), five global trends affect the future of the global labor workforce:

Technology. In a highly digitized and connected world mainly driven by smart devices, work is
no longer limited to reporting to the office. On-line jobs can be done at home.

Outsourcing. Today more than ever, companies try to cut on cost and save resources. One
practice by which they are able to do these is by outsourcing. Outsourcing is getting portions of
work done through outside suppliers rather than completing it internally. The call center industry
is an example of an outsourcing practice that continues to expand in the country.

Changing workers’ attitude and values. Different generations exhibit different qualities,
attitudes, and values. Recent years have focused on striking a balance between work and life.
Workers need to love their work but should have other interests outside the office, too.

Demographics and diversity. With better medical care, people are living longer and life
expectancy increases. In the next 10 years, five generations―traditionalists, Boomers, Gen X,
Gen Y, and Gen Z―will be working together. Different generations must be able to capitalize on
their tools while working harmoniously with one another.

Globalization. Companies are extending their businesses on an international scale. Some

companies are on a 24-hour operation scheme to meet the demands of their clients and the global
market. The dispersion of work geographically makes it possible to get work done.
 Lifelong Learning
Lifelong learning is defined as “the ability to be responsive to change, to be inquiring and
reflective in practice, through information literacy and autonomous self-managed learning”
(Southern Cross University, 2017). This may seem complex but in reality, it is a process that
everyone needs to undertake to grow as an individual may it be in life or career.

For the Grade 12 Career Guidance Program, we shall be defining lifelong learning as the
voluntary and self-motivated pursuit of personal and career development. This pursuit can be
applied on any of the different exits. For example, if you choose to work after graduating, it would
mean an ongoing professional development; for entrepreneurs, it would mean continuously
exploring and expanding business interests; for middle level skills, it would mean enhancing and
upgrading your skills; and for higher education, it would mean enrolling and exploring the
opportunities in college. This will continue throughout your life. You must be able to exhibit
openness and curiosity, and the willingness to investigate and consider knowledge and ways of
thinking. If you appreciate new ideas and seek new ways of learning or understanding the world,
you are ready for lifelong learning.

Seven Cs - 21st Century Lifelong Skills

You are now ready to learn the lifelong skills that will propel you to succeeding in
both life and career. These skills will guide you in adapting the ever-changing demands
of life and work. Let us take a look at each one of them:

Critical Thinking and Doing. This skill requires you to look at a problem with “discerning
eyes.” You should be able to see the flaws and errors and decide on a solution. In a
myriad of information, you have to develop this skill of discriminating what is important
and relevant. This entails research, analysis, and decision-making. Application completes
the steps. You need to follow calculated steps and manage the implementation of your
decision.

Creativity. Successfully turning new and imaginative ideas into reality is needed to create
and design best fit solutions. This includes innovation that generates unique products and
services or even new ways of doing things.

Collaboration. No one lives and survives alone. You need to engage and work with
others to survive. Empathy which is putting yourself in other people’s shoes is needed for
understanding. Compromising and community building can only be achieved by looking
at someone else’s perspective and situation as well.
Cross-Cultural Understanding. Every day, millions of people around the globe travel
for education, leisure, business, and profession. Keeping yourself level-headed and
respectful of the many differences among cultures will enable you to live peacefully with
the peoples of the world.

Communication. You are not only communicating to be understood but also in order not
to be misunderstood. Therefore, another skill that must be developed is your ability to
craft ideas and messages and deliver them in a manner that is clear and purposeful.

Computing/ICT Literacy. Effective use of digital devices will enable you to communicate,
collaborate, and advocate. You must keep yourself abreast with the many advances in
the technology to keep yourself relevant.

Career and Learning Self-Reliance. Throughout your life you must be able to grow,
redefine, and reinvent yourself. This means being able to develop yourself by managing
change and adapting to it. Just like what Heraclitus said, “The only thing that is constant
is change.”

Processing Questions:
After the lecture, ask the learners the following questions:
1. What are the five global trends that affect the global workforce? How can knowing these help
you as a Grade 12 student?
2. How will lifelong learning help you succeed in life and career?
3. Do you agree with Heraclitus’s statement that “The only thing that is constant is change”?
Explain.
4. How will you implement the seven Cs of lifelong skills in your life and career?

Reflection (30 minutes)

Activity: Hierarchy of Cs

Procedure:
The learners will create their Hierarchy of Cs by filling in the spaces of the pyramid
with the appropriate lifelong skills. An assessment of one’s self will enable them to reflect
on the levels of their lifelong skills so that they may highlight their advanced skill while
working on the ones that need development. At the bottom, learners will have to complete
the sentences that would signify their commitment in maintaining, enhancing and
improving their skills.
 Activity Sheet: HIERARCY OF Cs

I use the information I have acquired from the activity in preparing for my chosen career
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

I will implement the Seven Cs of Lifelong Skills in my Career and Life in the future through
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Expected Activity Outputs:

Module 2 – Discovering the Cs

 Answers on the Lecturette Processing Questions
 Hierarchy of Cs Activity Sheet
 CAREER GUIDANCE MODULE FOR GRADE 12
Grade
Module 3:
Reaffirming the Chosen Track
Introduction
Information is essential in every decision making. Information is usually gathered from
various sources to give a better picture of what we want to know and on what bases we are
making such a decision. This module presents several sources of information about career
choices that could influence or modify the decisions we make for our future.

Objectives
At the end of this module, the learners are expected to:
1. determine the different sources of information relevant to curriculum exits;
2. evaluate the different sources of information relevant to their preferred curriculum exit
3. match the knowledge and skills to the job market demands and possible curriculum exits; and
4. value the importance of the chosen track/strand.

Lecturette (30 minutes)

In choosing a career, it is essential to first acquire substantial information about the
different courses in order to come up with a valid and well-thought of decision. Laying down all
possibilities and considering several prospects would result in a more advantageous, attainable,
and viable career path.

Sources of Information
Schools’ Guidance Office
A school’s guidance office is managed primarily by a Registered Guidance Counselor
(RGC) as mandated by RA 9258, who implements a Career Guidance Program that provides
career counseling to both individuals and groups; administers and interprets career tests; and
provides other services such as referral, placement, research, information, and orientation.

In the absence of an RGC, a career guidance advocate may lead the implementation of a
career guidance advocacy program in the school. An advocate facilitates the information
dissemination of career related materials such as Labor Market Information; coordinates with the
local government units whereas labor and work related offices such as the Department of Labor
and Employment (DOLE), Technical Education and Skills Development Authority (TESDA),
Public Employment Service Office (PESO), and other stakeholders; serves as conduit in the
implementation of the DepEd Career Guidance Advocacy Program between the schools division
offices and the schools; and manages other related Career Guidance Advocacy activities.

The limitation to the conduct of the Career Guidance Program of career guidance
advocates to a legally valid term of Career Guidance Advocacy Program is consistent with the
provisions of RA 9258 otherwise known as the Guidance and Counseling Act of 2004 and RA
10533 otherwise known as the Enhanced Basic Education Act of 2013.
Career guidance advocates may only conduct certain career guidance-related activities that are
part of the Career Guidance Program which an RGC is explicitly mandated to conduct as provided
for in the above-mentioned laws.

Career Guidance information is generally available in the guidance offices.

Department of Education
The Department of Education (DepEd) is a government agency that formulates,
implements, and coordinates policies, plans, programs, and projects in the areas of formal and
nonformal basic education. It supervises all elementary and secondary education institutions,
including alternative learning systems, both public and private; and provides for the establishment
and maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.

The Department through its partnerships with industries and private entities may provide
the needed labor market information in coordination with DOLE.
DepEd can be reached through its website: www.deped.gov.ph/.
Department of Labor and Employment
The Department of Labor and Employment (DOLE) is a national government agency that
envisions that every Filipino worker attains full, decent, and productive employment. It formulates
policies and implements labor laws and labor-related legislations in order to promote gainful
employment opportunities, develop human resources, protect workers and promote their welfare,
and maintain industrial peace.

DOLE has different bureaus addressing specific concerns on labor. They include the
Bureau of Local Employment, Labor Relations, Workers with Special Concerns, Working
Conditions, International Labor Affairs, regional offices, and the Philippine Overseas Labor
Offices.

Bureau of Local Employment

The Bureau of Local Employment (BLE) develops policies, researches, labor market
analysis, strategies, programs, projects, operating guidelines and standards and provides
advisory relative to local employment promotion and administration.

Programs/Projects of the Bureau

Project JobsFit—The DOLE 2020 Vision or Project JobsFit is the forerunner of the Department
of Labor and Employment’s priority deliverable projects for 2009. This forward looking activity was
based on researches, information gathering, and networking with key stakeholders. It was carried
out as part of DOLE’s firm resolve to adopt coherent and innovative strategies to carry out its
mandate in providing efficient employment facilitation services and respond to the prevailing skill
and job mismatch underlying the unemployment and underemployment problems in the country.

Labor Market Information―The Project JobsFit resulted in the formulation of the Labor Market
Information (LMI) which provides timely, relevant, and accurate signals on the current labor
market such as in demand jobs and skills shortages by developing client-specific LMI education
and communication materials.
The material is part of the commitment of DOLE to support the Career Guidance Advocacy
Program which seeks to promote career guidance as tool in assisting jobseekers particularly
students in making informed career choices.
In developing the LMI, DOLE engages its key stakeholders―industry, academe, and labor
employers’ groups―to gather labor market signals. Training and educational institutions use them
in reviewing their respective curricula, policies, standards, and guidelines to keep them abreast
with industry requirements.

Example: Region 6
Philjobnet—Philjobnet is an automated job and applicant matching system which aims to fast-
track jobseekers search for jobs and employers search for human resource. It can be accessed
through www.phil-job.net.

The Bureau of Local Employment can be reached through its website: www.ble.dole.gov.ph/.

Bureau of Labor Relations

The Bureau of Labor Relations (BLR) develops policies, programs, projects, operating
guidelines and standards, and provides advisory relative to the administration and enforcement
of laws pertaining to labor―management relations including workers’ organization, registration,
and development, and resolving appealed intra- and inter-union disputes.

Bureau of Workers with Special Concerns

The Bureau of Workers with Special Concerns (BWSC) develops policies, programs,
projects, operating guidelines and standards, and provides advisory/assistance relative to the
development and protection of workers that include own-account and self-employed workers;
informal and rural workers including sugar workers, women workers, young workers, working
children, differently-abled, the older and elderly workers, and workers in the personal service of
another.

Bureau of Working Conditions

The Bureau of Working Conditions (BWC) primarily performs policy and program
development and advisory functions in the administration and enforcement of laws relating to
labor standards.

International Labor Affairs Bureau

The International Labor Affairs Bureau (ILAB) develops policies, plans/programs, projects,
guidelines/procedures, and standards relative to international labor and employment concerns;
and monitors the country’s observance and implementation of all obligations, courtesies, and
facilities required by international labor affairs/associations/institutions. It also provides advisory
service in the supervision, monitoring, and reporting of operations/activities of the Philippine
Overseas Labor Offices (POLO) in different countries, and serves as the instrumentality for
technical cooperation, programs, and activities with other countries and international institutions.

Regional Offices
The regional offices and field offices are the operating arms for directly implementing the
plans and programs developed by the bureaus and administering and enforcing labor standards
and laws. Each regional office has a Mediation Arbitration and Legal Service Unit, an Internal
Management Services Division, Technical Services and Support Division, and field offices.
Philippine Overseas Labor Offices
The Philippine Overseas Labor Offices (POLO) are the operating arms of the DOLE in
different parts of the world. They take charge of administering and enforcing the duly adopted
policies and programs of the Department about international labor affairs. The DOLE has the
following overseas offices: Middle Eastern Affairs Division, American and European Affairs
Division, Asian and Pacific Affairs Division, and the International Relations and Cooperation
Division.

To further implement its mandate effectively, DOLE has the following attached and/or
coordinating agencies:

Employees’ Compensation Commission

The Employees’ Compensation Commission (ECC) formulates policies, programs, and
guidelines on occupational safety and health in the areas of prevention, compensation, and
rehabilitation; undertakes continuing research and studies; extends technical assistance and
advice on hazard recognition, risk assessment, and abatement and control of hazards; plans,
develops, prescribes, implements, and monitors training programs on occupational safety and
health; acts as clearinghouse of information on all matters pertaining to Occupational Safety
Hazards; and reviews and/or decides appealed cases from the GSIS and SSS.

National Conciliation and Mediation Board

The National Conciliation and Mediation Board (NCMB) formulates, develops, and
implements policies, programs, projects, standards, procedures, manuals of operations, and
guidelines for the effective conciliation and mediation of labor disputes, and promotes workplace
relations enhancement schemes, grievance handling, voluntary arbitration, and other voluntary
modes of dispute prevention and settlement.

Overseas Workers’ Welfare Administration

The Overseas Workers’ Welfare Administration (OWWA) formulates and implements
policies, programs, and projects in the administration of the welfare fund for overseas workers to
be used for social and welfare services including insurance coverage, legal assistance, placement
assistance, and remittance services.

Philippine Overseas Employment Administration

The Philippine Overseas Employment Administration (POEA) promotes and develops
the overseas employment program, protects the rights of migrant workers, and regulates private
sector participation in recruitment and overseas placement.

National Labor Relations Commission

The National Labor Relations Commission (NLRC) is a quasi-judicial body tasked to
promote and maintain industrial peace by resolving labor and management disputes involving
both local and overseas workers through compulsory arbitration and alternative modes of
dispute resolution.

National Wages and Productivity Commission

The National Wages and Productivity Commission (NWPC) acts as the national
consultative and advisory body on matters relating to wages, incomes, and productivity;
formulates policies, programs, guidelines, and standards on wages, income, and productivity
improvement programs; and reviews regional wage levels set by the Regional Tripartite Wages
and Productivity Boards (RTWPBs).

Professional Regulation Commission

The Professional Regulation Commission (PRC) regulates and supervises the practice of
the professionals who constitute the highly skilled manpower of the country. This government
agency can be reached through its website: www.prc.gov.ph/.

Technical Education and Skills Development Authority

The TESDA manages and supervises technical education and skills development (TESD)
in the country. It is the leading partner in the development of the Filipino workforce with world-
class competence and positive work values.

To provide equitable access and provision of TESD programs to the growing technical
and vocational education and training (TVET) clients, TESDA continues to undertake direct
training provisions. There are four training modalities―school-based, center-based, enterprise-
based, and community-based. These are being done with TESDA’s infrastructure in place―57
TESDA administered schools, 60 training centers, enterprise-based training through
DTS/apprenticeship, and community-based training in convergence with local government units.
This government agency can be reach through its website: www.tesda.gov.ph/.

Government Service
The Civil Service Commission is the Human Resource Department of the government that
promotes morale, efficiency, integrity, responsiveness, progressiveness, and courtesy in the Civil
Service. This government agency can be reach through its website: www.csc.gov.ph/.

Local Government Unit Level

The Public Employment Service Office is a non-fee charging multi-employment service
facility or entity established or accredited pursuant to Republic Act No. 8759 otherwise known as
the PESO Act of 1999.
They carry out full employment and equality of employment opportunities for all, and for
this purpose, to strengthen and expand the existing employment facilitation service machinery of
the government particularly at the local levels, there shall be established in all capital towns of
provinces key cities, and other strategic areas, a public employment service office.
It is community-based and maintained largely by local government units (LGUs) and a
number of nongovernment organizations (NGOs) or community-based organizations (CBOs) and
state universities and colleges (SUCs). The PESOs shall be linked to the regional offices of DOLE
for coordination and technical supervision, and to the DOLE central office, to constitute the
national employment service network. For more information, visit your PESO located in your
municipalities, cities, or provinces.

Higher Education
The Commission on Higher Education (CHED) is the key leader of the Philippine higher
education system. It works effectively in partnership with other major higher education
stakeholders in building the country’s human capital and innovation capacity toward the
development of a Filipino nation as a responsible member of the international community. This
government agency can be reach through its website: www.ched.gov.ph/.

Business and Enterprise

The Department of Trade and Industry (DTI) is tasked to foster a competitive and
innovative industry and services sector that contributes to job generation and inclusive growth;
and to advance the rights and responsibilities of consumers. This government agency can be
reach through its website: www.dti.gov.ph/.

Note: Aside from the government sources of information, there are other local and international
websites, private organizations, companies, and the like that may offer information on career
matching and job placement. However, the Department of Education does not endorse in any
other way, form, nor connect with these websites or companies. Examples of these websites are:
Edukasyon.ph, JobStreet, WorkAbroad.ph., Trabaho.com, Kalibrr, Monster Philippines, Gigajob
Philippines, JobsDB.

Guide Questions
1. Did the information help you in setting your curriculum exit? How?
2. What skills are needed to pursue your curriculum exit? Do you already have these skills?
3. What do you intend to do with the skills you already possess for the goal you will pursue

Reflection (15 minutes)

1. Do the information about your curriculum exit fit with your current abilities or skills?
2. Do you think you already have enough information? Why do you say so?
3. How will you plan out your preferred curriculum exit?
4. What are your realizations about the activity? How will you apply these in planning out your
career?

Evaluation (15 minutes)

Activity: My Career Information Sheet
Procedures:
1. See the copy of the information sheets.
2. Map out other preferred alternatives aside from your preferred curriculum exit.
3. Answer the questions in the information sheet.
Expected Activity Outputs:

Module 3 - Reaffirming the Chosen Track

 My Career Information Worksheets (College/Work/Business)

Prepared by:

LEONEL C. SAMSON
Guidance Coordinator III
Pampanga High School