Investigating the policies, the resources and gaps in the competencies of Bachelor of Technical-Vocational Teacher Education (BTVTEd) prescribed by: TESDA and K to 12 Basic Education Curriculum and a proposed curriculum revision for Bachelor of Technical -Vocational Teacher Education in the Philippines

Abstract

In response to evolving societal needs and educational goals, this study aimed to revise the Bachelor of Technical-Vocational Teacher Education (BTVTEd) Program at Mariano Marcos State University. Utilizing a research and development framework, the study incorporated document analysis, focus group discussions with selected stakeholders, and validation by curriculum experts. Findings revealed significant gaps in resources and curriculum content, including inadequate teaching facilities, unqualified faculty, insufficient funding, and misaligned competencies with TESDA and K to 12 standards in areas like Computer Hardware Servicing and Electrical Technology. Stakeholders highlighted the need for improved course organization, alignment with program objectives, relevant skill integration, faculty development, and a supportive learning environment. To address these issues, a revised BTVTEd curriculum was developed and validated as highly acceptable for implementation. It is recommended that this proposed curriculum be adopted to effectively bridge the identified competency gaps and better serve the needs of students, educational institutions, and industry partners.