Equipping Junior High School Students with Lifelong Learning Skills in Technology and Livelihood Education


  • Geraldine Pilit Mayuga Head Teacher I, Department of Education, Taal National High School, Batangas, Philippines


beauty care, cookery, information and communication technology, lifelong learning skills, work skills, attitudes


The study focused on the lifelong learning skills of students and their level of competencies in Technology and Livelihood Education, specifically on the three core areas of Beauty Care, Cookery and Information and Communication Technology. These skills include critical thinking, creativity, collaboration, communication, computer literacy, and career and learning self-reliance. It also described the extent of student development in terms of work attitudes and work skills and identified challenges in meeting TESDA standards. The descriptive research design was used with a researcher-made questionnaire as main data gathering tool. Quantitative data were supported by interview and focus group discussion. With 285 TLE teachers and 135 school heads from the four Divisions in Batangas Province serving as respondents and research participants. Findings revealed that students moderately manifest the six lifelong learning skills in Beauty Care, Cookery, and ICT. They are moderately knowledgeable and moderately competent in the three subject areas. The extent of manifestation of the lifelong learning skills among students are all significantly related to their level of knowledge, skills, and competencies. Further, students moderately manifest work, attitudes and have moderate competencies in work skills. Strengthening the TLE teachers technical and managerial skills is a primary issue that needs to be addressed. Based on key findings, a management plan was proposed to capacitate teacher in enhancing students lifelong learning skills in TLE areas.


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How to Cite

G. P. Mayuga, “Equipping Junior High School Students with Lifelong Learning Skills in Technology and Livelihood Education”, IJRESM, vol. 5, no. 1, pp. 24–37, Jan. 2022.