ASSESSING THE IMPLEMENTATION OF THE TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK IN HOME ECONOMICS: TEACHER QUALIFICATIONS, SCHOOL RESOURCE COMPLIANCE, AND INSTITUTIONAL GAPS IN SENIOR HIGH SCHOOLS IN ZAMBOANGA CITY

Abstract

Purpose: This study provides a comprehensive assessment of the implementation of the Technical-Vocational-Livelihood Track in Home Economics (TVL-HE) under the Philippine K to 12 reform in Zamboanga City, focusing on institutional compliance disparities between public and private senior high schools.   Methodology: Anchored on Human Capital Theory (Becker, 1964) and Educational Resource Equity Theory, the study employed a descriptive-comparative design involving 12 senior high schools (7 public, 5 private) and 56 respondents (principals, SHS coordinators, TVL-HE teachers). Data were gathered using a validated 3-point compliance checklist aligned with DepEd Order No. 3, s. 2016 and TESDA Training Regulations, supplemented by ocular validation. Frequency, weighted mean, independent samples t-test (α=.05), and Cohen's d were employed.  Findings: Implementation is selective: only five of ten prescribed HE specializations are offered—Cookery, Housekeeping, Food and Beverages Services, Bread and Pastry Production, and Food Processing. Cookery is most implemented (66.7%, n=8), Bread and Pastry Production dominates public schools (71.4%), while Cookery and Housekeeping dominate private schools (80% each). Food Processing is least implemented (25%). Public schools demonstrate full compliance in teacher qualifications (Overall M=2.82, SD=0.18) compared to partial compliance in private schools (M=2.26, SD=0.31), with a significant and large difference (t=4.87, p<.001, d=2.21). Conversely, private schools demonstrate significantly higher compliance in school resources across all specializations (Aggregate M=2.63 vs. 1.93, t=-8.14, p<.001, d=3.12). The largest gaps are in LET eligibility (2.81 vs. 1.84) and Cookery equipment (1.91 vs. 2.95).  Originality/Value: The study reveals a complementary-deficit model of implementation: human capital is secured in the public sector while physical capital is secured in the private sector, undermining holistic competency-based learning and NC II readiness. Drawing on recent Zamboanga-based studies on instructional leadership (Lai, 2025), institutional practices (Lamorinas et al., 2025), teacher competence development (Nochefranca et al., 2022), and inter-agency coordination (Francisco & Rosaldo, 2025), a resource-sharing intervention model is proposed to bridge institutional gaps.