EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) and TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

Description of Framework

Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. and Technology (ICT). The 24 TLE courses can be categorized under any of these fields.
TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based TLE—and every school has a choice as to which stream to offer, with consideration for faculty, facilities, and resources. Both streams are based on the Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various subjects in HE , IA, AFA, and ICT.
TLE is geared toward the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and lifeskills. This means that the TLE that works is one which is built on adequate mastery of knowledge and information, skills and processes, and the acquisition of right work values and life skills. The TLE that is functional is one whichequips students with skills for lifelong learning. TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that is focused on mastery of skills and processes without right work values is anemic and dangerous. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human development. Therefore teaching TLE means teaching facts, concepts, skills, and values in their entirety.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that TLE students, after using the Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.
TLE by its nature is dominantly a skill subject; hence the teacher must engage students in an experiential, contextualized, and authentic teaching-learning process. It is a subject in whichstudentslearn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills, and values.

I. Learning Area Standard

The learner demonstrates the knowledge, skills, values, and attitudes (KSVA) in Technology and Livelihood Education (TLE), which will enable him/her to gain employment, become an entrepreneur, a middle level manpower and/or pursue higher education.

II. KEYSTAGE STANDARDS

Grades 4 - 6	Grades 7 – 10	Grades 11 – 12
The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life, family, and community	The learner demonstrates an understanding of the basic concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and ICTcompetencies common to TLE courses such as use and maintenance of tools, observing, safety in the workplace, mensuration and calculation, and interpreting technical drawings; and gains specialized knowledge and skills in at least one TLE that would enable him/her to obtain NC II.	The learner demonstrates specialized technical skills that would enable him/her to obtain NC II.

III. Grade Level Standards

GRADE LEVEL	LEVEL STANDARDS
4	The learner demonstrates basic knowledge, skills, and values in agriculture, entrepreneurship and ICT, home economics, and industrial arts that can help improve self and family life.
5	The learner demonstrates increased knowledge, skills, and values in entrepreneurship and ICT, agriculture, home economics, and industrial arts toward improving family life and the community.
6	The learner demonstrates enhanced and expanded knowledge in entrepreneurship & ICT, agriculture, home economics, and industrial arts towardthe improvement of the family’s economic life and thecommunity.
7	The learner demonstrates an understanding of basic concepts and underlying principles in developing fundamental skills in Exploratory Technology and Vocational Education (EPP/TLE/TVE).
8	The learner demonstrates an understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, and process/production and delivery of the Technology & Vocational Education course in which he/she has specialized.
9	The learner demonstrates an understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, and process/production and delivery of the Technology & Vocational Education course in which he/she has specialized.
10	The learner demonstrates an understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, and process/production and delivery of the Technology & Vocational Education course in which he/she has specialized.
11	The learner demonstrates an understanding of the principles in preparing a creative and innovative business plan as it relates with marketing, operations and human resource, and simple accounting and financial plans to determine the feasibility and viability of the business of his/her technology and Vocational specialization.
12	The learner demonstrates an understanding of of the principles in applying the business plan of his/her choice based on his/her T&VE specialization

IV. TIME ALLOTMENT

	GRADE 4	GRADE 5	GRADE 6	GRADE 7	GRADE 8	GRADE 9	GRADE 10
Daily	50 minutes	50 minutes	50 minutes
Weekly				4 hours	4 hours	4 hours	4 hours