DRBLSNHS-SCHOOL-CAREER-GUIDANCE-PROGRAM-MANUAL-HANDBOOK

• PARTMENT
• EDUKASTOR
• AWARAN
• TOF
• ATIONAL
• EDUCATIO
• LEGASP
• EDUKAS
• AKAT
• STRIC
• DIVISION OF A AKLAN
• YON VI
• ING BIS

DR. RAMON B. LEGASPI, SR. NATIONAL HIGH SCHOOL Calimbajan, Makato, Aklan

SCHOOL CAREER GUIDANCE PROGRAM MANUAL & HANDBOOK

TEACH INSPIRE EMPOWER

JUSTICE

Western Visayas Schools Division of Aklan District of Makato

DR. RAMON B. LEGASPI, SR. NATIONAL HIGHSCHOOL Calimbajan, Makato, Aklan

SCHOOL CAREER GUIDANCE PROGRAM MANUAL HANDBOOK

Aligned with Existing DepEd Orders, Strengthened SHS Curriculum, and PESO/DOLE CDSP Integration

PART I

VISION, MISSION, OBJECTIVES, AND CORE VALUES

PART II

GENERAL PROVISIONS Section 1. Manual Overview Section 2. Legal Bases Section 3. Program Objectives Section 4. Definition of Terms

PART III

GRADE 10 CAREER GUIDANCE PROGRAM Section 5. Focus and Rationale Section 6. Implementation Schedule Section 7. Key Activities Section 8. SHS Early Registration

PART IV

GRADE 12 CAREER GUIDANCE PROGRAM Section 9. Focus and Rationale Section 10. Implementation Schedule Section 11. Curriculum Exit Tracking System (CETS) Section 12. Localized Career Expo (LCEx)

PART V

INTEGRATION WITH STRENGTHENED SHS CURRICULUM Section 13. Key Features of the Strengthened SHS Curriculum Section 14. Implications for Career Guidance

PART VI

INTEGRATION OF PESO AND DOLE CDSP Section 15. Legal Bases for Integration Section 16. Program Overview Section 17. Integration into Grade 10 Activities Section 18. Integration into Grade 12 Activities Section 19. Roles and Responsibilities Section 20. CDSP Services for Learners Section 21. Coordination Mechanism

PART VII

ROLES AND RESPONSIBILITIES Section 22. School Level Roles

PART VIII

HOMEROOM GUIDANCE PROGRAM INTEGRATION Section 23. HGP Framework and Requirements

PART IX

MONITORING AND EVALUATION Section 24. Reporting Requirements Section 25. Budget Allocation

PART X

COMPLIANCE DOCUMENTS CHECKLIST Section 26. Master Checklist

PART XI

EFFECTIVITY AND TRANSITION PROVISIONS Section 27. Implementation Timeline

ANNEXES Annex A: Implementation Schedule Matrix Annex B: CETS Administration Guidelines Annex C: PESO/CDSP Services Reference Annex D: Coordination Flowchart

VISION, MISSION, OBJECTIVES, and CORE VALUES

VISION

An educational institution where every learner is equipped with the knowledge, skills, and values necessary to make informed career decisions, enabling them to pursue meaningful and rewarding pathways that contribute to national development and the advancement of the government, industry, and economy.

MISSION

The School Career Guidance Program is committed to:

Institutionalizing a comprehensive career guidance and counseling program for provides proper direction for all learners in pursuing subsequent tertiary education and career pathways;

Equipping learners with the capability to make educated career decisions through exposure to relevant labor markets, self awareness activities, and career exploration opportunities;

Delivering career development support services that address the evolving needs of learners, including career guidance, counseling, and employment facilitation; and Establishing collaborative partnerships with government agencies, industry partners, higher education institutions, and local communities to ensure learners have access to current and relevant career information and opportunities.

OBJECTIVES

A. General Objectives (Per RA No. 11206)

The School Career Guidance Program shall pursue the following objectives:

To institutionalize a career guidance and counseling program for students in order to provide them proper direction in pursuing subsequent tertiary education;

To equip students with the capability to make educated career decisions and expose them to relevant labor markets; and B. Specific Objectives by Grade Level

Grades 7 9: Foundation Level

Grade 7: Provide orientation on school services, placement, and initial self discovery to establish a foundation for career awareness;

Grade 8: Develop skills in decision making, problem solving, and personal and career interest identification;

Grade 9: Conduct National Career Assessment Examination (NCAE) preparation and administration, and provide interpretation of results to guide career exploration.

Grade 10: Transition Level

Grade 10: Conduct National Career Assessment Examination (NCAE) preparation and administration, and provide interpretation of results to guide career exploration.

Guide learners in making informed decisions regarding their Senior High School track and program offerings, and facilitate SHS Early Registration.

Grade 11: Orientation Level

Grade 11: Familiarize learners with the SHS system, curriculum exits, and career pathways; develop goal setting, values clarification, and job search skills.

Grade 12: Exit Preparation Level

Grade 12: Prepare learners for successful transition to one curriculum exits (Higher Education, Employment, Entrepreneurship, and Middle Level Skills Development), and administer the Curriculum Exit Tracking System (CETS).

C. Program Component Objectives

Career Guidance and Counseling Services

Provide career counseling to assist learners in career planning, decision making, and addressing career related concerns;

Deliver career consultation services that equip learners with significant information related to career development, including schools, scholarships, courses, labor market information, and curriculum exit requirements;

Implement career advocacy activities through trained Career Advocates to lead career guidance activities under the supervision of a Counselor Associate.

Career Assessment and Evaluation

Administer the National Career Assessment Examination (NCAE) annually to assess and evaluate learners' aptitude, skills, and inclinations in particular occupational fields;

Conduct monitoring and evaluation of the Career Guidance Program to ensure quality, evidence based, and responsive career guidance services.

Partnership and Linkages Establish linkages with government agencies, including DOLE, TESDA, CHED, DTI, DOST, and PESO, to provide learners with access to employment facilitation services, labor market information, and career development support;

Collaborate with PESO to deliver employment facilitation services, including labor market information dissemination, career coaching, and job matching for graduating learners.

CORE VALUES

The implementation of the School Career Guidance Program shall be guided by the following core values:

• Learner Centered learner.
• Informed Decision Making career
• Holistic Development personal, domains.
• Collaboration strengthened learners.
• Responsiveness emerging
• Excellence standards.

All career guidance activities shall prioritize the needs, interests, and well being of every

Learners shall be equipped with accurate, timely, and relevant information to make educated choices.

Career guidance shall address academic, social, and career development

Partnerships with government agencies, industry, and community stakeholders shall be to expand opportunities for Programs shall be adaptable to changing labor market trends, industry requirements, and career pathways.

Services shall be delivered with professionalism, quality, and adherence to established

PART II

GENERAL PROVISIONS

Section 1. Manual Overview

This Manual Handbook provides a structured framework for the planning, implementation, monitoring, and evaluation of the Career Guidance Program (CGP) for Grade 10 and Grade 12 learners under the Three Term School Calendar. It is aligned with existing Department of Education (DepEd) policies and integrates the reforms introduced by the Strengthened Senior High School (SSHS) Curriculum, as well as the employment facilitation services of the Public Employment Service Office (PESO) and the Department of Labor and Employment (DOLE) Career Development Support Program (CDSP).

Intended Users: School administrators, guidance designates, career advocates, class advisers, and other personnel involved in career guidance implementation.

Structure: The Manual follows the framework of Legal Bases

• Objectives
• Implementation
• Roles
• Monitoring
• Compliance Documents.

• 2.1 Primary Education Laws
• Issuance
• Title
• RA No. 10533
• Enhanced Basic Education Act of 2013
• RA No. 11206

Secondary School Career Guidance and Counseling Act

Key Provisions

Mandates DepEd to guide secondary level learners in choosing career tracks through informed career choices

Establishes the National Secondary School Career Guidance and Counseling Program; mandates career guidance from Grade 7 onward

• 2.2 DepEd Issuances
• Issuance
• Title
• DO No. 41, s. 2015
• DO No. 48, s. 2015
• DO No. 012, s. 2024

Senior High School Career Guidance Program and Early Registration

Amendment to DO No. 41, s. 2015

Policy Guidelines on the Implementation of the MATATAG Curriculum

Joint Memorandum OUOPS No. 2023 03 8149

Guidelines on the Supervision and Implementation of the DepEd Career Guidance Program

Key Provisions

Guides Grade 10 students in making informed decisions regarding SHS track selection

Adjusts timeline for SHS Early Registration

Mandates Homeroom Guidance Program (HGP) classes, 45 minutes per week for Grades 1 12

Governs CGP implementation; remains in force pending issuance of a new DepEd Order

• Issuance
• Title
• DM No. 12, s. 2026
• DM No. 048, s. 2025
• DM No. 036, s. 2026

Full Implementation of the Strengthened SHS Curriculum in Grade 11 Starting SY 2026 2027

Guidelines for Pilot Implementation of Strengthened SHS Program

Pilot Implementation of SSHS Curriculum for Grade 12

Key Provisions

Directs all public and private SHSs to implement SSHS for incoming Grade 11 learners

Covers Grade 11 pilot implementation for SY 2025 2026

Covers incoming Grade 12 students who took revised Grade 11 subjects

• 2.4 Labor and Employment Laws
• Issuance
• Title

RA No. 8759 (as amended by RA No. 10691

Public Employment Service Office Act

DO No. 295, s. 2024

Implementing Guidelines of the Career Development Support Program

Key Provisions

Establishes PESOs in all provinces, cities, and municipalities; defines functions including employment counseling, career guidance, and labor market information

Establishes CDSP as an employment facilitation intermediation service providing career development support

Section 3. Program Objectives

3.1 General Objectives

The Career Guidance Program for secondary learners aims to:

Guide Grade 10 learners in making informed decisions regarding their choice of Senior High School track and program offerings, in view of the SHS Early Registration.

Guide Grade 12 learners toward one of the four curriculum exits after Senior High School: Higher Education, Employment, Entrepreneurship, and Middle Level Skills Development.

Equip learners with career development competencies through the Homeroom Guidance Program, addressing Academic Development, Personal and Social Development, and Career Development.

Integrate employment facilitation services through PESO and DOLE CDSP to enhance learner employability and career readiness.

Establish a developmental career guidance continuum from Grade 7 to Grade 12, ensuring that career awareness, exploration, and planning are progressively built at each grade level, as mandated by RA 11206.

• Section 4. Definition of Terms
• Term
• Definition
• Career Advocacy

Career Advocates

Activities that guide secondary level learners in choosing career tracks; includes career talks, career fairs, parent orientations, and seminar workshops on career decision making

Permanent teaching personnel who underwent training, passed assessment and certification, and are tasked to implement the CGP under the supervision of the School Counselor

• Career Assessment
• Career Consultation
• Career Counseling

Evaluation of the learner's strengths and interests through test and non test measures

Process of assisting learners by providing relevant information about curriculum exits, courses, specializations, opportunities, and other data

Process of assisting learners in career development with focus on planning, organizing, and decision making on life and career goals

Career Guidance Continuum

The sequential and developmental delivery of career guidance services across all secondary grade levels (Grade 7 to Grade 12), where foundational career awareness in Junior High School builds toward specialized decision making in Senior High School. This is the operational framework for complying

Term

Career Development Support (CDS)

Definition with RA 11206’s mandate that the CGCP commence at Grade 7.

Range of services to assist individuals in finding suitable employment, identifying upskilling or reskilling opportunities, and advancing in their career path

Career Guidance Portfolio

Collection of learner outputs showing progress in career development domain competencies

• Curriculum Exits
• Guidance Designate
• Job Placement Office (JPO)

Pathways after SHS: Higher Education, Employment, Entrepreneurship, and Middle Level Skills Development

Teaching personnel officially designated by the School Head to perform duties related to guidance services, excluding counseling

Educational institutions accredited by DOLE to perform core functions of a PESO

PESO

Non fee charging multi employment service facility established pursuant to RA No. 8759, as amended

PART III

GRADE 10 CAREER GUIDANCE PROGRAM

Section 5. Focus and Rationale

The Grade 10 Career Guidance Program focuses on orientation on Senior High School tracks and strands, NCAE results interpretation, early registration, and career planning/pathing.

Legal Basis: DepEd Order No. 41, s. 2015 mandates that the CGP aims to guide Grade 10 students in making informed decisions regarding their choice of SHS track in view of the conduct of SHS Early Registration.

• TERM
• PERIOD
• ACTIVITIES
• First Term

August November

National Kick off of Career Guidance; Career Guidance Activities (Career Talk: Planning/Pathing, Business/Entrepreneurship Expos, College and Middle Level Skills Fairs); Issuance of NCAE Results and Interpretation; Orientation for Career Consultation and Counseling; Conduct of Training for Learners (Goal Setting, Networking Skills, Self Assessment); Actual Career Consultation and Counseling

Second Term

December March

Actual Career Consultation and Counseling (continuation); Career Guidance Activities on SHS Tracks and Strands; Career Expo; SHS Tracks and Strands Orientation; Labor Market Information Dissemination; Career Planning Activities

Third Term

April June

Career Guidance Activities (Schools with SHS Programs, Labor Market Information, Scholarships); Actual Career Consultation and Counseling; SHS Early Registration; Career Planning/Pathing Culmination

Section 7. Key Activities

7.1 Career Guidance Week

During Career Guidance Week (scheduled within the Second Term or may vary the school intensifies awareness campaigns, career fairs, and orientation activities on the SHS program. The SHS program shall also be discussed during Parent Teacher Conferences and other meetings with parents, teachers, local officials, and other stakeholders.

7.2 Labor Market Information (LMI)

DepEd shall provide regional Labor Market Information to schools to help students in choosing their tracks. PESO and DOLE shall provide updated LMI on in demand jobs, hard to fill positions, and emerging industries. LMI dissemination shall be conducted during the First and Second Terms.

7.3 NCAE Results Interpretation

The National Career Assessment Examination (NCAE) results shall be interpreted to guide learners in choosing their SHS track. The DepEd shall issue an interpretation manual to help guidance counselors and career advocates effectively use NCAE results. NCAE interpretation shall be conducted during the First Term.

8.1 Process

8.1 Process

All Grade 10 students shall submit to their class adviser a duly accomplished SHS Preference Slip containing their choice of programs. Class advisers shall register the students for SHS and submit their preferences through the Learner Information System (LIS). This process shall be conducted during the Third Term (April May)

8.2 Objectives of Early Registration

1. To ensure that all Junior High School completers enter the SHS program

2. To encourage high school graduates and passers of PEPT and A&E Examination to enroll in SHS

3. To gather relevant information about SHS entrants that will help facilitate the optimal allocation of required resources

PART IV

GRADE 12 CAREER GUIDANCE PROGRAM

Section 9. Focus and Rationale

The Grade 12 Career Guidance Program focuses on finalizing curriculum exit decisions, preparing for specific exits, and completing the Curriculum Exit Tracking System (CETS)

Section 10. Implementation Schedule (Three Term Calendar)

• TERM
• PERIOD
• ACTIVITIES
• First Term

August November

Orientation regarding Curriculum Exits; Orientation for Career Consultation and Counseling; Career Guidance Activities (College and Mid Level Skills Fairs, Business and Entrepreneurship Expos); Conduct of Training for Learners (Resume Writing, Interview Skills, Hard and Soft Skills); Actual Career Consultation and Counseling

Second Term

December March

Administration of CETS (opens February 26; closes on or before graduation); Localized Career Expo (LCEx); Actual Career Consultation and Counseling; Career Guidance Culminating Activity Preparation

• TERM
• PERIOD
• Third Term
• April June

ACTIVITIES

Completion of CETS (100% compliance required); Career Guidance Culminating Activity; Submission of School Career Guidance Implementation Report; Job Matching and Referral; Upskilling/Reskilling Referral

Section 11. Curriculum Exit Tracking System (CETS)

11.1 Purpose

The annual Curriculum Exit Tracking shall be conducted for all graduating SHS learners to gather data on their intended exits after graduation.

11.2 Administration

The system is officially open during the Second Term (starting February 26) and shall close on or before the graduation period. All Regional and Division Youth Formation Coordinators, Guidance Counselors, Guidance Designates, Career Advocates, and Grade 12 Section Advisers, with assistance from the Supreme Secondary Learner Government (SSLG) Officers and their respective Teacher Advisers, are directed to facilitate the administration of the survey.

Section 12. Localized Career Expo (LCEx)

Schools are encouraged to conduct a Localized Career Expo during the Second Term (March) and may extend to the Third Term (April) . The LCEx may include career caravans, career fairs, and similar activities that provide learners with career guidance and opportunities highlighting the four curriculum exits.

PART V

INTEGRATION WITH STRENGTHENED SHS CURRICULUM

Section 13. Key Features of the Strengthened SHS Curriculum

13.1 Two Tracks Only: Academic and TechPro

Under the Strengthened SHS Curriculum, there are only two tracks: Academic and Technical Professional (TechPro). Electives related to Arts and Design and Sports are categorized under the Academic Track.

13.2 Five Core Subjects

Core subjects are streamlined from 15 to 5, aligned with CHED General Education subjects. These subjects are fully delivered in Grade 11 and no longer offered in Grade 12.

13.3 No More Strands: Elective Clusters

Learners no longer enter fixed strands. Instead, learners take core subjects and choose electives based on their interests and goals. Electives are organized into clusters, which are not the same as strands because schools are not required to

offer all electives within a cluster, and students can choose electives across multiple clusters.

• Academic Track Clusters:
• Arts, Social Sciences, and Humanities
• Science, Technology, Engineering, and Mathematics (STEM)
• TechPro Track Clusters:
• Family and Consumer Science Services

13.4 Expanded Work Immersion

Work immersion hours are significantly increased. For TechPro learners, work immersion is mandatory (320 640 hours). For Academic Track learners, work immersion is optional but recommended for those seeking immediate post secondary employment, while those pursuing higher education are recommended to take Field Exposure

Section 14. Implications for Career Guidance

14.1 For Grade 10

Orientation must reflect the two track structure (Academic and TechPro) instead of the previous four tracks

Guidance on elective cluster selection replaces strand selection

Learners must understand the "doorway option" allowing cross track elective exploration

14.2 For Grade 12

Career guidance must distinguish between TechPro learners (mandatory work immersion, NC pathways) and Academic Track learners (Field Exposure for higher education, optional work immersion for employment)

Orientation on competency based assessment, portfolios, micro credentials, and National Certificates (NCs) as exit evidence

For SY 2026 2027, Grade 12 learners continue under the existing SHS curriculum while receiving transition orientation (since the school is non pilot).

• INTEGRATION OF PESO AND DOLE CDSP
• Section 15. Legal Bases for Integration
• Issuance
• Title
• Key Provisions

RA No. 8759 (as amended by RA No. 10691

Public Employment Service Office Act

DO No. 295, s. 2024

Implementing Guidelines of the Career Development Support Program

Establishes PESOs in all provinces, cities, and municipalities; defines functions including employment counseling, career guidance, and labor market information

Establishes CDSP as an employment facilitation intermediation service

Section 16. Program Overview

16.1 Public Employment Service Office (PESO)

The PESO is a non fee charging multi employment service facility established pursuant to RA No. 8759, as amended by RA No. 10691. PESOs serve as the primary providers of career development support services at the local level.

Key Functions:

Encourage employers to submit job vacancies to facilitate labor market information exchange

Develop and administer testing and evaluation instruments for job selection, training, and counseling

Provide entrepreneurship program referrals

Undertake employability enhancement trainings

Provide employment or occupational counseling, career guidance, mass motivation, and values development activities

Conduct pre employment counseling and orientation

16.2 DOLE Career Development Support Program (CDSP)

The CDSP, formerly known as the Career Guidance Advocacy Program (CGAP), is DOLE's rebranded program launched in October 2023.

Program Objectives:

Assist individuals to find the right job, identify appropriate upskilling or reskilling interventions, and progress in their chosen career path

Provide relevant and timely knowledge on labor market trends and labor market information

Ensure program beneficiaries are provided with a comprehensive and holistic package of career development support services

Beneficiaries: Jobseekers, employers, students, youth, migrant workers, long term unemployed, displaced workers, indigenous people, persons with disabilities, senior citizens, graduates of education institutions, and networks of guidance counselors and career advocates.

Key Partners: DepEd, TESDA, DOST, CHED, CHED UniFAST, PRC, FCGANP, and PESOMAP.

Section 17. Integration into Grade 10 Activities (Three Term Calendar)

• TERM
• ACTIVITY
• PESO/CDSP INTEGRATION
• RESPONSIBLE
• First Term

Career Talk: Planning/Pathing

PESO Manager or DOLE representative provides Labor Market Information (LMI) to inform SHS track choices

Career Advocate PESO / DOLE Field Office

First Term

Orientation on SHS Tracks and Strands

DOLE CDSP orientation on the two track structure and industry demand

SHS Coordinator Career Advocate / Guidance Counselor Designate / DOLE CDSP Team

• First Term
• Training for Learners
• First Term

Career Consultation

PESO conducts Labor Education for Graduating Students (LEGS) orientation covering First Time Jobseekers Act and basic employment rights

Career Advocate PESO

DOLE career coaching sessions to help learners align

Career Advocate / Guidance Counselor

• TERM
• ACTIVITY
• Second Term
• Career Expo
• Second Term
• Labor Market Information Dissemination
• Third Term
• SHS Early Registration
• Third Term
• Career Planning
• PESO/CDSP INTEGRATION
• RESPONSIBLE interests with in demand occupations
• Designate / DOLE CDSP Team

PESO facilitates employer participation and Job Placement Office (JPO) linkages

Career Advocate PESO

DOLE provides regional LMI on in demand jobs, hard to fill positions, and emerging industries

PESO provides guidance on industry aligned SHS programs

Career Advocate / Guidance Counselor Designate / DOLE

SHS Coordinator / Career Advocate / Guidance Counselor Designate / PESO

DOLE CDSP career coaching for informed track selection

Career Advocate / Guidance Counselor Designate / DOLE CDSP Team

Section 18. Integration into Grade 12 Activities (Three Term Calendar)

• TERM
• ACTIVITY
• PESO/CDSP INTEGRATION
• RESPONSIBLE
• First Term
• Orientation on Curriculum Exits

PESO Overview Orientation on PESO services including job matching, referral, and employment facilitation

SHS Coordinator Career Advocate PESO Manager

• TERM
• First Term
• First Term
• First Term
• First Term
• ACTIVITY
• PESO/CDSP INTEGRATION
• RESPONSIBLE

Career Talk: Higher Education, Employment, Entrepreneurship, Middle Level Skills

Labor Market Information (LMI) presentation in demand jobs, hard to fill positions, emerging industries

SHS Coordinator Career Advocate DOLE CDSP Team

Training for Learners

First Time Jobseekers Act orientation rights and benefits of first time jobseekers

SHS Coordinator Career Advocate PESO / DOLE

Resume Writing and Interview Skills

College and Mid Level Skills Fairs

DOLE career coaching on job search skills and employability enhancement

SHS Coordinator SHS Teachers Career Advocate / Guidance Counselor Designate /DOLE CDSP Team

PESO facilitates participation of Job Placement Offices (JPOs) from higher education institutions

• SHS Coordinator Career Advocate PESO
• Second Term
• Localized Career Expo (LCEx)
• Second Term
• CETS Administration

PESO mobilizes employers for job matching; DOLE provides career coaching sessions

SHS Coordinator Career Advocate PESO / DOLE

PESO assists in data gathering for employment bound learners

SHS Coordinator Career Advocate PESO

• TERM
• ACTIVITY
• Second Term
• Mental Health Awareness
• Third Term
• Career Guidance Culminating Activity
• Third Term
• Job Matching and Referral
• Third Term
• Skills Assessment and Upskilling Referral
• PESO/CDSP INTEGRATION
• RESPONSIBLE

DOLE CDSP includes mental health awareness as part of holistic career development

SHS Coordinator Career Advocate / Guidance Counselor Designate /DOLE / PESO

DOLE CDSP Career Coaching one on one or group coaching for graduating learners

SHS Coordinator Career Advocate / Guidance Counselor Designate /DOLE CDSP Team

PESO facilitates job matching and referral services for employment bound graduates

SHS Coordinator Career Advocate PESO

DOLE identifies appropriate upskilling or reskilling interventions (TESDA programs) for learners needing skills enhancement

SHS Coordinator Career Advocate / Guidance Counselor Designate / DOLE / TESDA

Section 19. Roles and Responsibilities for PESO/CDSP Integration

19.1 School Head / Principal Establish formal partnership with the local PESO and DOLE Field Office through a Memorandum of Agreement (MOA) or Memorandum of Understanding (MOU) Coordinate with PESO for the scheduling of CDSP activities in the school Ensure that PESO/CDSP activities comply with DepEd Order No. 9, s. 2005 (no disruption of classes policy) Include PESO and DOLE representatives in the School Career Guidance Committee 19.2 Career Advocates Coordinate with PESO Manager for the conduct of Labor Education for Graduating Students (LEGS) Assist in organizing CDSP sessions for Grade 10 and Grade 12 learners

Refer learners needing employment facilitation services to PESO 19.3 Guidance Counselor / Guidance Designate Collaborate with DOLE CDSP Team in the delivery of career coaching and counseling sessions Integrate Labor Market Information (LMI) into career guidance materials Coordinate with PESO for the participation of Job Placement Offices (JPOs) in career fairs

19.4 PESO (Partner Agency) Provide Labor Market Information (LMI) to learners Conduct Labor Education for Graduating Students (LEGS) Facilitate job matching and referral services for employment bound graduates Orient learners on the First Time Jobseekers Act Mobilize employers for career expos and job fairs Assist in the administration of the CETS for employment bound learners 19.5 DOLE CDSP Team (Partner Agency) Conduct career counseling for occupation selection Provide vocational counseling to evaluate and bridge skill gaps Deliver employment counseling to help job seekers find opportunities and advance in careers Facilitate career coaching sessions for Grade 10 and Grade 12 learners Provide career guidance materials developed by the Bureau of Local Employment Conduct capability development training for Career Advocates and Guidance Counselors

• Section 20. CDSP Services for Learners
• Service
• Career Guidance
• Career Counseling
• Vocational Counseling
• Employment Counseling
• Description

Help beneficiaries understand career options and make informed decisions

Dialogue process to identify career, vocational, and employment issues

Evaluate and bridge skill gaps; identify upskilling needs

Help job seekers find opportunities, promote skills to employers, maintain jobs, and advance in careers

• Target Learners
• Grade 10 and Grade 12
• Grade 12
• Grade 12
• Grade 12

• Labor Market Information (LMI)
• First Time Jobseekers Act Orientation
• Mental Health Awareness
• Job Matching and Referral
• Description

Relevant and timely knowledge on labor market trends and in demand jobs

Rights and benefits of first time jobseekers

• Holistic career development support
• PESO facilitated job matching with employers
• Target Learners
• Grade 10 and Grade 12
• Grade 12
• Grade 10 and Grade 12
• Grade 12 (employment bound)
• Section 21. Coordination Mechanism

21.1 Annual Planning Meeting

School Head, Guidance Counselor, Career Advocates, PESO Manager, and DOLE CDSP representative shall meet at the beginning of the First Term to plan the integration of CDSP activities into the school CGP calendar.

21.2 Termly Coordination Meeting

The School Career Guidance Committee shall meet with PESO and DOLE representatives once per term to monitor implementation, address challenges, and adjust activities as needed.

21.3 Memorandum of Agreement (MOA)

A formal MOA between the school/Division and PESO/DOLE shall be executed to define roles, responsibilities, and resource commitments.

21.4 Data Sharing Protocol

PESO and DOLE shall provide Labor Market Information (LMI) and other relevant data to the school for use in career guidance activities, in compliance with the Data Privacy Act of 2012 (RA 10173).

• ROLES AND RESPONSIBILITIES
• Section 22. School Level Roles
• 22.1 School Head / Principal

Serves as overall lead in CGP implementation across all grade levels.

Designates Career Advocates and ensures that career guidance activities for Grades 7 10 are coordinated with the Grade 10 SHS transition program.

Ensures dissemination of CETS link and completion by all Grade 12 learners.

Submits termly reports to the Division Youth Formation Coordinator.

22.2 Registered Guidance Counselor / Guidance Designate

Provides counseling and assessment services for all grade levels.

Supervises career advocacy activities from Grade 7 to Grade 12.

Important: Career Advocates are prohibited from conducting counseling and assessment; these functions are reserved for licensed guidance counselors.

22.3 Career Advocates

Implement career advocacy activities across all grade levels.

Refer learners needing counseling to the Guidance Counselor.

Assist in CETS administration and Career Expo organization.

22.4 Class Advisers

Implement Homeroom Guidance Program (HGP) modules during the weekly 45 minute session for all grade levels.

For Grades 7 9: Facilitate foundational career exploration activities and administer career interest inventories.

For Grade 10: Facilitate SHS Early Registration and LIS encoding during the Third Term.

For Grade 11: Support curriculum exit alignment activities and work immersion preparation.

For Grade 12: Assist in CETS administration during the Second and Third Terms.

22.5 Learners

Grades 7 9: Participate in career awareness and exploration activities; accomplish career interest inventories.

Grade 10: Complete SHS Preference Slip and participate in early registration during the Third Term.

Grade 11: Participate in curriculum exit alignment and specialization planning.

Grade 12: Complete the Curriculum Exit Tracking Survey (100% compliance required) during the Second and Third Terms.

• PART VIII
• HOMEROOM GUIDANCE PROGRAM INTEGRATION
• Section 23. HGP Framework and Requirements

23.1 Program Description

Homeroom Guidance is a comprehensive, developmental, and proactive program designed to equip K to 12 learners with life skills on three domains: Academic Development, Personal and Social Development, and Career Development. For secondary learners, the HGP serves as the primary vehicle for delivering the developmental career guidance continuum mandated by RA 11206.

• 23.2 Time Allotment
• Grade Level
• Time Allotment
• Grade 7 to Grade 12

45 minutes in 1 session per week

23.3 Career Development Domain Progression

To operationalize the continuum, the Career Development domain of the HGP shall be delivered with the following grade level emphasis:

• GRADE
• LEVEL
• CAREER DEVELOPMENT FOCUS
• KEY ACTIVITIES
• Grade 7
• Career Awareness

Understanding the world of work and the relationship between school and future careers

Career talks, occupational visits, self awareness activities

• GRADE
• LEVEL
• CAREER DEVELOPMENT FOCUS
• KEY ACTIVITIES
• Grade 8
• Career Exploration

Discovering personal interests, values, and skills in relation to career options

• Interest inventories, personality assessments, career research
• Grade 9
• Career Planning & Decision
• Making

Developing preliminary career goals and understanding pathways

Goal setting workshops, pathway mapping, decision making skills training

Grade 10

SHS Transition & Track Selection

Making informed SHS track/strand choices in view of Early Registration

NCAE interpretation, SHS orientation, career consultation, Early

• Registration
• Grade 11
• Curriculum Exit Alignment

Aligning specialization with intended post SHS exit

Work immersion preparation, exit specific workshops, industry exposure

Grade 12

Exit Finalization & Transition

Finalizing curriculum exit decisions and preparing for the chosen pathway

CETS administration, job matching, college application support, career coaching

23.4 Assessment

Every term, Class Advisers shall accomplish the Learners Development Assessment Tool (DM OUCI 2021 346) and attach the form to the student's Form 138 (Report Card) representing students' HGP performance, to be presented to parents/guardians during termly meetings.

23.5 Expenses

Expenses relative to the reproduction of materials shall be charged against School MOOE subject to usual government accounting, auditing rules and regulations

PART IX

MONITORING AND EVALUATION

Section 24. Reporting Requirements (Three Term Calendar)

DOCUMENT

RESPONSIBLE PERSONNEL

SUBMISSION TO Termly CGP Implementation Report (Grades 7 10)

• School Head / Guidance Designate
• Division Youth Formation Coordinator
• TIMELINE
• Every end of term

Termly CGP Implementation Report (Grades 11 12)

CETS Data (100% Grade 12)

Localized Career Expo After Activity Report (with photo/video documentation)

School Head / Guidance Designate

Guidance Counselor / Career Advocate / Grade 12 Adviser

• School Head / Guidance Designate
• Division Youth Formation Coordinator
• Every end of term
• System Platform (link per school year)
• Before graduation
• Division Youth Formation Coordinator
• April 15 (annually)

• Homeroom Guidance Implementation Records
• PESO/CDSP Activity Report
• RESPONSIBLE PERSONNEL
• Class Advisers
• Career Advocate / Guidance Designate
• MOA/MOU with PESO and DOLE
• School Head

Junior High School Career Exploration Report (Grades 7 9)

• Class Advisers / Guidance Designate
• SUBMISSION TO TIMELINE
• School Guidance Office
• Every end of term
• School Head; Division Youth Formation Coordinator
• Division Office
• Per activity
• Upon partnership establishment
• School Guidance Office
• Every end of term

Section 25. Budget Allocation

All expenses relative to the implementation of the Career Guidance Program shall be charged against Local Funds and/or Program Support Funds (PSF) downloaded by the Central Office.

PART X

COMPLIANCE DOCUMENTS CHECKLIST

Section 26. Master Checklist (Three Term Calendar)

• DOCUMENT
• RESPONSIBLEp. 1
• Designation of Career Advocates
• School Headp. 2
• Termly CGP Implementation Report
• School Head / Guidance Designate
• TIMELINE
• Upon designation
• Every end of termp. 23

• DOCUMENTp. 3
• CETS Completion (Grade 12)p. 4
• Localized Career Expo Reportp. 5
• SHS Preference Slips (Grade 10)
• RESPONSIBLE
• Guidance Counselor / Career Advocate
• School Head / Guidance Designate
• Class Advisersp. 6
• Homeroom Guidance Records
• MOA/MOU with PESO and DOLE
• PESO/CDSP Activity Documentation
• School Career Guidance Implementation Report

Career Interest Inventory Results (Grades 7 9)

• Grade 11 Curriculum Exit Alignment Plan
• Class Advisers
• School Head
• Career Advocate / Guidance Designate
• School Head
• Class Advisers
• Guidance Designate / Career Advocate
• TIMELINE
• Before graduation
• April 15 (annually)
• During Early Registration (Third Term)
• Every end of term
• Upon partnership establishment
• Per activity
• Annually
• Per administration
• Annuallyp. 24

EFFECTIVITY AND TRANSITION PROVISIONS

Section 27. Implementation Timeline

27.1 Effectivity

This Manual Handbook takes effect upon issuance and shall apply to the current School Year under the Three Term School Calendar onwards.

27.2 Transition Provisions for SY 2026 2027

• GRADE LEVEL
• CURRICULUM
• CAREER GUIDANCE FRAMEWORK
• Grade 7
• K to 12 / MATATAG

Foundational career awareness and exploration activities integrated into HGP

• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12 (non pilot)
• Grade 12 (pilot)
• K to 12 / MATATAG
• K to 12 / MATATAG
• K to 12 / MATATAG
• Strengthened SHS (all schools)
• Existing SHS Curriculum

Career exploration and interest assessment activities integrated into HGP

Career planning and decision making skills development integrated into HGP

Existing CGP framework with orientation on Strengthened SHS two track structure

SSHS aligned Career Guidance Program with curriculum exit alignment

• Existing CGP with SSHS transition orientation
• Strengthened SHS
• Fully integrated SSHS aligned CGP
• 27.3 Policy Updates

Subsequent policy updates from higher authorities shall supersede corresponding provisions herein.

Annex A: Implementation Schedule Matrix (Three Term Calendar)

• PERIO D
• GRADES 7 9
• GRADE 10
• GRADE 11
• GRADE 12
• First Term (Aug Nov)
• Second Term (Dec Mar)
• Third Term (Apr Jun)

Career Awareness Month; Interest Inventory (Grade 8); Career Talks

National Kick off; NCAE Interpretation; Career Talk: Planning/Pathing ; PESO LMI Orientation; Training for Learners; Career Consultation; LEGS Orientation

Curriculum Exit Orientation; PESO/DOL E CDSP Overview; Work Immersion Preparation

Orientation on Curriculum Exits; PESO/DOLE CDSP Overview; LMI Presentation; Training for Learners; Resume Writing; First Time Jobseekers Act; College/Skills Fairs

Career Exploratio n Workshops (Grade 8); Goal Setting (Grade 9); Career Planning Workshops

Actual Career Consultation and Counseling; Career Expo; SHS Tracks Orientation; LMI Dissemination; Career Planning

Skills Assessment; Industry Exposure; Exit Specific Coaching

CETS Administration ; Localized Career Expo; DOLE Career Coaching; Mental Health Awareness

Year End Career Reflection; Pathway Mapping

SHS Early Registration; Career Planning; Career Guidance Culmination

Exit Readiness Assessment; Work Immersion Completion

CETS Completion; Culminating Activity; Job Matching; Upskilling Referral

1. Opening: System opens on February 26 (or as prescribed by Division Memorandum)

2. Closing: On or before graduation

3. Responsible: Guidance Counselors, Guidance Designates, Career Advocates, Grade 12 Section Advisers, with assistance from SSLG Officers

4. Compliance: 100% completion required for all Grade 12 learners

5. Link: Provided through Division Memorandum per school year

• Annex C: PESO/CDSP Services Reference
• SERVICE
• PROVIDER
• CONTACT
• Labor Market Information
• PESO / DOLE
• Local PESO Office
• Labor Education for Graduating Students (LEGS)
• PESO
• Local PESO Office
• Career Coaching
• Job Matching and Referral
• DOLE CDSP Team
• PESO
• DOLE Field Office
• Local PESO Office
• Upskilling/Reskilling Referral
• First Time Jobseekers Act Orientation
• DOLE / TESDA
• DOLE Field Office / TESDA
• PESO / DOLE
• Local PESO Office

Annex D: Coordination Flowchart

School Level: School Head → Career Guidance Committee → Guidance Counselor/Designate → Career Advocates → Class Advisers → Learners (Grades 7 12)

External Partners: School Head ↔ PESO Manager ↔ DOLE CDSP Team ↔ Industry Partners ↔ HEI Partners

Reporting Line: School Head → Division Youth Formation Coordinator → Regional Youth Formation Coordinator

Prepared by:

WINNA JEAN T. VERGARA, T III Guidance Counselor Designate

SEVREIL M. LAO, T II School Career Advocate

Recommending Approval:

JAYMON E. BRUTO, EdD Head Teacher I

Approved by:

JUN P. RESURRECCION School Principal I Date:___________________

Manual Effective Date: This Manual Handbook takes effect upon issuance and shall apply to the current School Year under the Three Term School Calendar. Subsequent policy updates from higher authorities shall supersede corresponding provisions herein.