INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue I, January 2026
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Leadership and Administrative Practices in Supervising Work-Based
Learning: Performance Outcomes of TVET Tourism Students in the
Tourism Industry
Bee Jess W. Capoy
University of Immaculate Conception, Hagonoy, Davao del Sur, Philippines
DOI : https://doi.org/10.51583/IJLTEMAS.2026.150100065
Received: 26 January 2026; Accepted: 31 January 2026; Published: 08 February 2026
ABSTRACT
This study investigated the supervised work-based learning (SWBL) performance of Technical-Vocational
Education and Training (TVET) tourism students deployed in partner tourism establishments in Digos City,
Philippines, during Academic Year 2022–2023. Employing a descriptive-comparative quantitative research
design, the study assessed students’ performance across basic, common, and core competencies as defined by
the Technical Education and Skills Development Authority (TESDA). A structured questionnaire using a five-
point Likert scale was administered to industry trainers who directly supervised the trainees. Descriptive
statistics and analysis of variance (ANOVA) were used to analyze the data.
Findings
revealed that TVET tourism students demonstrated a very high level of performance in both basic and common
competencies, particularly in communication skills, professionalism, workplace safety, computer operations,
and customer service. Core competencies in Food and Beverage Services and Housekeeping were likewise
rated very high, while Cookery competencies were rated high, indicating the need for further enhancement of
technical culinary skills. Statistical analysis showed no significant differences in performance by age for basic
and common competencies; however, significant differences were observed in Food and Beverage Services
and Cookery core competencies.
Based on the findings, an enhanced SWBL program is proposed to strengthen technical competencies through
structured skills refresher training, improved assessment mechanisms, and intensified school–industry
collaboration. The study underscores the importance of supervised industry exposure in preparing TVET
tourism students for employment and provides practical implications for TESDA, TVET institutions, trainers,
and industry partners in improving SWBL implementation.
Keywords: supervised work-based learning; TVET tourism; industry-based training; competency assessment;
TESDA
INTRODUCTION
Work-based learning refers to structured learning that occurs in real workplace settings, integrating classroom
instruction with on-the-job experience, enabling learners to acquire employability skills and professional
competencies (Lerios & Sapin, 2017). In the Philippine context, the Technical Education and Skills
Development Authority (TESDA) mandates supervised work-based learning (SWBL) as a core component of
Technical-Vocational Education and Training (TVET) programs, particularly in tourism-related specializations
(TESDA, 2023; UNESCO-UNEVOC, n.d.). SWBL bridges the gap between theory and practice, enhancing
students’ productivity, professionalism, and employability.
The tourism and hospitality sector is labor-intensive and skills-driven, requiring graduates to demonstrate
technical competence, customer service skills, and workplace professionalism. While SWBL generally
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue I, January 2026
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744
produces positive outcomes, gaps remain in specific technical competencies, particularly in specialized areas
such as cookery (Demir & Istanbullu Dincer, 2020). This study assessed the SWBL performance of TVET
tourism students across basic, common, and core competencies and examined differences in performance
according to age. The study further aimed to develop an enhanced SWBL program informed by empirical
findings (Cogal, 2019; Tolentino, 2023).
Research Purpose and Questions
The purpose of this study is to examine the leadership and administrative practices employed in supervising
Work-Based Learning (WBL) and to determine how these practices influence the performance outcomes of
Technical and Vocational Education and Training (TVET) tourism students in the tourism industry.
Specifically, the study aims to assess the extent to which supervisory leadership approaches and administrative
support mechanisms contribute to students’ acquisition of industry-relevant competencies, work readiness,
professional behavior, and overall workplace performance during their WBL placements.
Furthermore, this research seeks to identify which leadership and administrative practices significantly predict
students’ performance outcomes, as perceived by key stakeholders in the WBL process, including supervisors
and industry partners. By establishing the relationships between supervisory leadership, administrative
practices, and student performance, the study intends to provide empirical evidence that can inform the
improvement of WBL supervision frameworks in TVET institutions, particularly within the tourism sector.
Ultimately, the findings of this study aim to support evidence-based policy development, strengthen school–
industry collaboration, and enhance the quality of work-based learning implementation to better prepare TVET
tourism students for effective participation in the tourism workforce.
The study aimed to analyze the supervised work-based learning performance of TVET students enrolled in the
tourism industry during the 2022–2023 school year. Specifically, the researcher intended to respond to these
objectives:
1. Determine the profile of the TVET- Tourism students in terms of:
1.1 Age;
1.2 Gender; and
1.3 Specialization.
2. Determine the level of performance of the TVET- Tourism students in supervised work-based learning
based on the following:
2.1 Basic Competencies;
2.2 Common Competencies; and
2. 3 Core Competencies.
3. Determine the significant difference on the performance of the TVET-Tourism students in supervised
workbased learning when analyzed according to age profile.
4. Develop an enhanced supervised work-based learning program for the TESDA schools based on the result
of the study.
Research Design
In this study, the researcher utilized a descriptive comparative research design using a survey questionnaire.
The quantitative research design will be used to present data on the performance of the TVET- Tourism
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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students towards supervised work-based learning. Moreover, the quantitative technique also fits the
prerequisites for this research because this aims to determine their performance according to their age, gender,
and specialization.
A descriptive-comparative quantitative research design was employed using a survey questionnaire completed
by industry trainers (Lerios & Sapin, 2017).
Research Context and Participant
This investigation was carried out in a chosen industry company in the Division of Digos City. The industry
companies are Hotel de Crisbel, Chef Jeth Resto and Bar, Avenue One Hotel and Avenue 2 Charcoal. All of
these industries are accessible by land transportation.
Digos is the provincial capital of Davao del Sur, a second-class city dubbed the Gate City of the South. The
last time it was a city was September 8, 2000. It has 26 barangays and, as of the 2020 census, an estimated
population of 188, 376. The municipality of Hagonoy borders it to the south, Bansalan to the north, Sinaragan
and Miral Creek to the northwest, and Santa Cruz to the northeast (Philippine Statistics Authority, 2020). The
land topography varies from flat and gently rolling in the coastal barangays to hilly and mountainous in the
north-northeast section, and mostly flat in the south in the metropolitan area and neighboring barangays. Digos
City has a fourth-type climate, with northeastern and southwesterly winds being the most common. There are
no particularly dry or wet seasons; instead, rainfall is spread evenly throughout the year.
Data Collection
To facilitate the collection of data, the researcher wrote a letter to the Dean of the Institute of Graduate and
Professional Education of the Davao del Sur State College (DSSC) requesting authorization to carry out the
research. After receiving the approval and endorsement, formal letters of the request were the respective
managers and owners of the four (4 selected industry companies in Digos City, Davao del Sur).
The survey questionnaires were personally administered to the students and the industry trainers during their
free time. The researcher will retrieve the questionnaires after a week. The collected data was totaled,
summarized, and encoded into spreadsheet software. The quantitative data will be analyzed using the
appropriate statistical tools. Further, throughout the COVID-19 epidemic, the researcher made sure that health
regulations were followed when requesting permission and consent from the organization, conducting
orientation, and distributing survey questionnaires. The researcher will specifically state that they are adhering
to local legislation and the COVID-19 protocol from the IATF in order to protect the health and safety of all
study participants.
Data Analysis: Survey Questionnaire
This study employed quantitative research methods to analyze the relationship between leadership and
administrative practices in supervising Work-Based Learning (WBL) and the performance outcomes of TVET
tourism students in the tourism industry. The collected data were coded, tabulated, and analyzed using
appropriate statistical tools to address the research objectives.
1. Survey Questionnaire (Appendix A): This survey included the analysis of the quantitative description of the
performance of TVET-Tourism students were in this manner
The survey questionnaires were personally administered to the students and the industry trainers during their
free time. The researcher will retrieve the questionnaires after a week. A modified TESDA-based questionnaire
measured students’ performance in basic, common, and core competencies using a five-point Likert scale (1 =
Very Low to 5 = Very High). Content validity was ensured through alignment with TESDA competency
standards (TESDA, 2023).
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The collected data was totaled, summarized, and encoded into spreadsheet software. The quantitative data will
be analyzed using the appropriate statistical tools.
RESULTS AND FINDINGS
The participants of the study consisted of TVET Tourism students who were deployed for Supervised Work-
Based Learning (SWBL) in selected tourism industry partners in Digos City, Davao del Sur during the School
Year 2022–2023. A complete enumeration sampling technique was employed; hence, all eligible student
trainees assigned to the identified partner industries were included in the study.
A total of 40 TVET Tourism students participated in the survey. The demographic characteristics of the
respondents were analyzed in terms of age, gender, and area of specialization.
In terms of age, the majority of the respondents belonged to the 21–25 years old age group, comprising 29
students (72.5%), while 11 students (27.5%) were 20 years old and below. This indicates that most participants
were within the typical age range for post-secondary technical-vocational training.
Regarding gender, the results showed that 21 respondents (52.5%) were female, 13 respondents (32.5%) were
male, and 6 respondents (15.0%) identified as LGBT. This distribution suggests a higher participation of
female students in TVET tourism programs, consistent with prevailing trends in the tourism and hospitality
sector.
With respect to specialization, the respondents were enrolled in three major areas aligned with TESDA tourism
qualifications. Food and Beverages and Services and Housekeeping each accounted for 40 enrollments (35.1%
each), while Cookery accounted for 34 enrollments (29.8%). The higher representation in Food and Beverages
Services and Housekeeping reflects the strong demand for these competencies within the local tourism
industry.
Table 1 Profile of TVET Tourism Students (n = 40)
Variable
Category
Frequency
Percentage
Age
20 and below
11
27.5
21–25
29
72.5
Gender
Male
13
32.5
Female
21
52.5
LGBT
6
15.0
Specialization
Food and Beverage Services
40
35.1
Housekeeping
40
35.1
Cookery
34
29.8
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The participants of the study consisted of 40 TVET tourism students who were deployed for supervised work-
based learning in selected tourism establishments in Digos City, Davao del Sur, during the Academic Year
2022–2023. A complete enumeration sampling technique was employed; hence, all eligible student trainees
assigned to the identified partner industries were included in the study.
In terms of age, the majority of the respondents belonged to the 21–25 years old age group, comprising 29
students (72.5%), while 11 students (27.5%) were 20 years old and below. This indicates that most participants
were within the typical age range for post-secondary technical-vocational education.
Regarding gender, 21 respondents (52.5%) were female, 13 respondents (32.5%) were male, and 6 respondents
(15.0%) identified as LGBT. This distribution suggests a higher participation of female students in TVET
tourism programs.
With respect to specialization, students were enrolled in three tourism-related areas aligned with TESDA
qualifications. Food and Beverage Services and Housekeeping each accounted for 35.1% of enrollments, while
Cookery accounted for 29.8%. The higher representation in food and beverage services and housekeeping
reflects the strong demand for these competencies within the tourism sector.
Table 2 Level of Performance in Supervised Work-Based Learning
Competency Area
Mean
Interpretation
Basic Competencies
4.98
Very High
Common Competencies
4.97
Very High
Core Competencies – Food and Beverage Services
4.90
Very High
Core Competencies – Housekeeping
4.68
Very High
Core Competencies – Cookery
3.90
High
Table 2 presents the overall level of performance of TVET tourism students during supervised work-based
learning across basic, common, and core competencies.
The results indicate that students demonstrated a very high level of performance in both basic competencies
(M = 4.98) and common competencies (M = 4.97). High mean scores were observed in indicators related to
workplace communication, teamwork, professionalism, workplace safety, computer operations, and customer
service. These findings suggest that students were able to apply essential workplace skills effectively during
their industry deployment, consistent with the objectives of supervised work-based learning (Lerios & Sapin,
2017).
In terms of core competencies, students specializing in Food and Beverage Services obtained a very high level
of performance (M = 4.90), indicating strong proficiency in service preparation, guest interaction, and service
delivery. Similarly, students in Housekeeping achieved a very high-performance level (M = 4.68),
demonstrating competence in cleaning services, room preparation, and maintenance of workplace standards.
However, students specializing in Cookery obtained a high level of performance (M = 3.90), which, while
satisfactory, was comparatively lower than the other specializations. This result suggests the need for further
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enhancement of technical culinary skills through targeted training and extended practical exposure, particularly
in areas requiring precision and advanced technical execution (Demir & Istanbullu Dincer, 2020).
Level of Performance of TVET- Tourism Students in Supervised Work-Based Learning
Table 3.1 presents the Performance of TVET-Tourism Students in Supervised Work-Based Learning in terms
of Basic Competencies, there are five (5) description that will describe the TVET- Tourism competencies
which are Very High, High, Moderate, Low and Very Low. In today’s generation, when compared to
classroom learning, supervised work-based learning strengthens students' recollection of the material, which
helps them retain it better. (Kapadia, 2014; Serrano, 2017). One of the mechanisms used by higher education in
the Philippines to help its graduates acquire the necessary abilities is on-the-job training (Tolentino, 2023).
As reflected on the table, in terms of the basic competency, there is one indicator who got the highest mean,
this is the “Work in a diverse environment”, with a Very High Level of Competence classification and a mean
of 5. This means that the subject-respondents can work in a diverse environment. According to 5 Benefits of
Diversity in the Workplace (2022), a diverse workplace is one in which all employees, regardless of their racial,
ethnic, physical, sexual, or religious views, are granted equal rights and opportunities.
Table 3.1 Level of Performance of TVET-Tourism Students in Supervised Work-Based Learning in terms of
Basic
Competency
Statements
Mean
Description
1. Engage in communication at work.
4.98
Very High
2. Perform tasks in a group setting
4.98
Very High
3. Maintain professionalism in your work
4.98
Very High
4. Operate in a multicultural setting
5
Very High
5. Follow the protocols for workplace health and safety
4.95
Very High
Overall Mean
4.98
Very High
On the other hand, the indicator who got the highest are the Engage in communication at work., Perform tasks
in a group setting, and Maintain professionalism in your work, which possesses a mean of 4.98 with the an
explanation of Extremely High Competence. Thus, it follows that the TVET-Tourism students have an ability
to interact with others at work and be able to operate in a group setting and has a capacity to act professionally.
Lastly, the lowest indicator is the “Operate in a multicultural setting” with the mean of 4.95 which indicates
also Very High. This also indicates that TVET- Tourism students have a very high competence in terms
following the protocols for workplace health and safety. The average performance of the entire group TVET-
Tourism students in terms of basic competency is 4.98 it suggests that in this domain, it possesses a very high
level of performance. This means that the subject-respondents which are the TVET-Tourism students possess a
high quality of performance in their supervise industry learning or on- the job training. This is supported by
Sapin and Lerios, (2017) that exposure to the actual workplace has a significant impact on how future experts
in a variety of professions are formed. Thus, in an effort to establish an efficient OJT program that is
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incorporated into and executed within some of its curricula, HEI and TESDA are making every effort. In
addition, any organization that wants to succeed and be successful must do this maintain a workforce that is
eager to learn new things and keep growing Human capital development and education are crucial for efficient
personnel management and retention. Among the strategies to increase organizational effectiveness is
education. The organization has to understand training methods and their efficacy in order to execute the
appropriate training strategies. Furthermore, the teacher's role is very important in planning and administering
an assessment every class to ensure the learning of each student before going to industries. One aspect of their
role is the accurate and productive use of assessment. They then use their observations to inform next steps for
both themselves and the students. This revolutionary approach to teaching and learning puts students at the
center of the process (Hawthorne, 2022).
Table 3.2 Level of Performance of TVET-Tourism Students in Supervised Work-Based Learning in terms of
Common Competency
Statements
Mean
Description
1. Create and maintain current industry knowledge
4.95
Very High
2. Adhere to workplace sanitation protocols.
4.95
Very High
3. Execute computer tasks
5
Very High
4. Follow safety and workplace procedures
4.95
Very High
5. Provide effective customer service
5
Very High
Overall Mean
4.97
Very High
As reflected on the table, in terms of the common competency, there are two indicator who got the highest
mean, this is the “Execute computer tasks” and “Provide effective customer service”, with a Very High Level
of Competence classification and a mean of 5. This means that the subject-respondents can perform computer
functions and can provide with high expectation in terms of costumer’s service. The second description with
the highest mean is the “Create and maintain current industry knowledge”, “Adhere to workplace sanitation
protocols.” and “Follow safety and workplace procedures”. This implies that TVET-Tourism students have
already updated their knowledge upon entering to the different industries in tourism. It also shows that TVET-
Tourism students observe and performance workplace safety regulations as well as cleanliness standards.
A very high level of performance is shown in this area by the TVET-Tourism students' total mean performance
in terms of common competency, which is 4.97. This means that the subject-respondents which are the TVET-
Tourism students possess a high quality of performance in their supervise industry learning or on- the job
training.
Furthermore, this is implying that occupational hygiene and safety practices are very necessary to the
application of TVET- Tourism students during their supervised work-based learning because it promotes good
general health and well-being and can prevent the spread of diseases and illnesses that spread viruses and
bacteria (Safe at Work California, 2020). And especially that they will be dealing with foods and equipment
that must be maintained clean. In addition, by ensuring that if your staff members possess basic
computer abilities, you may improve your product marketing, inventory management, financial tracking, and
product shipping, all of which will boost your earnings. Recognizing the value of computer proficiency in the
office will enable you to maintain your staff' productivity and efficiency. (Chron, 2020).
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Lastly, according to Gomez (2023), by providing an effective costumer service can significantly impacts
customer satisfaction and loyalty, positively impacting teams from sales to marketing to HR.
As reflected on the table, in terms of the core competency in Food and Beverages Services (FBS), the overall
mean in this competency has a 4.9 mean having a Very High-Level description of Performance. This suggests
that the respondents who are the subjects can perform excellently in preparing a dining restaurant/ room area
for service, clean and prepare rooms for incoming guest, promote and serve food and drinks to visitors, have
the ability to deliver room service, and be available to answer questions from visitors. This tells us that TVET-
Tourism students have an exceptional level of performance in their supervise work-based learning in the
partner industries.
Table 3.3 Level of Performance of TVET-Tourism Students in Supervised Work-Based Learning in terms of
Core Competency
Food and Beverages and Services
Statements
Mean
Description
1. Prepare the dining restaurant/ room service area
4.9
Very High
2. Accept orders for food and drink and greet visitors
4.9
Very High
3. Promote food and beverage products
4.9
Very High
4. Provide food and beverage services to guests
4.9
Very High
5. Provide room service
4.9
Very High
6. Acknowledge and address visitor concerns
4.9
Very High
Overall Mean
4.9
Very High
Housekeeping
Mean
Interpretation
1. Provide visitors cleaning services
4.7
Very High
2. Clean and prepare rooms for incoming new arrival
guest
4.67
Very High
3. Offer a butler or valet service.
4.67
Very High
4. Laundry linens and attire for visitors
4.67
Very High
5. Sanitized public spaces, infrastructure, and gear
4.7
Very High
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6. Attend to and manage inebriated visitors/ guest
4.7
Very High
Overall Mean
4.68
Very High
Cookery
1. Maintain and clean the kitchen area.
4.0
High
2. Prepare properly the recipes of each dish
3.9
High
3. Maintaining hygienic and safe kitchen practices
3.9
High
4. Creative Spark and Ability to Serve Dishes
3.8
High
Overall Mean
3.9
High
Secondly, in terms of the core competency in Housekeeping (HSK), the overall mean in this competency has a
4.68 mean accompanied with the phrase "Very High Level of Performance." This suggests that it performs at
an extremely high level in this domain. This means that in this particular specialization, the subject-
respondents which are the TVET-Tourism students possess a high quality of performance in their supervise
industry learning or on- the job training.
On the other hand, in terms of the core competency in Cookery (CK), the overall mean in this competency has
a 3.9 mean with a description of High Level of Performance. This suggests that within this domain, it
possesses a high level of performance. This means that in this particular specialization, the subject-respondents
which are the TVET-Tourism students possess a high quality of performance in their supervise industry
learning or on- the job training.
This finding suggests that industrial training is a crucial component of a course intended to provide students an
understanding of the industrial setting in which their chosen profession operates. Work abilities that are
appropriate for career advancement prior to graduating from school are referred to as industrial training.
Students who participate in industrial training join a business that is relevant to their field of study and work
there for a predetermined amount of time—two, three, six months, etc.—during which they receive their
industrial training. A program that offers quality hands-on training over a prolonged duration is known as
industrial training. It is provided by private businesses and government agencies. Industrial education provides
students with essential skills and practical knowledge that help students succeed and have professional skills
(Industrial Training, 2021).
To support, according to this results, Tech-voc graduates are "very satisfied" with their training, per polls
conducted by the TESDA during the previous five years. Similarly, companies who employed graduates of
TVET programs reported "very satisfactory" performance from these personnel. The findings regarding the
degree of satisfaction among TESDA graduates are predicated on the organization's five-year Study on
Employment of TVET Graduates (SETG), which revealed that the manner in which the training was delivered
had a notable impact on the employment rate relative to the graduates' general level of satisfaction with their
individual training programs (Graduates, employers very satisfied with tech-VOC training – TESDA, n.d.).
Table 4 shows the result of the survey for statistical significance regarding the age-based grouping of the
subject-respondents about their performance during their supervised work-based learning in the different
tourism industry. One-way ANOVA demonstrated that the performance of the TVET-Tourism students was
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significant on the basic competencies as shown in the T-value of 1.722 with p-value of 0.096 that is more than
at α= 0.05, thus the null hypothesis was accepted. Therefore, there is no significance difference in the level of
performance on TVET- Tourism students in the supervised work-based learning in terms of their basic
competencies when analyzed according to age profile. The result implied that the subject-respondent’s age
does not matter in terms of performing on the basic competencies during their Supervised Work-based
Industry Learning (SWIL). On the other hand, the common competencies as shown in the T-value of 1.651
with p-value of 0.110 which is greater than at α= 0.05, thus the null hypothesis was accepted. Therefore, there
is a no significance difference in the level of performance of the TVET- Tourism students in the supervised
work-based learning in terms of their Common competencies when analyzed according to age profile. The
result implied that the subject-respondent’s age does matter in terms of performing on the common
competencies during their Supervised Work-based Industry Learning (SWIL).
Table 4 Determine the Significant Difference of the Performance of TVET-Tourism Students in Supervised
Work-Based Learning According to Age Profile of FBS, HSK and HK.
Competencies
T-value
P-value
Decision
Basic Competencies
1.722
0.096
Accept Ho
Common Competencies
1.651
0.110
Accept Ho
Core Competencies –Specialization
Food and Beverages and
Services
2.117
0.043
Reject Ho
Housekeeping
1.183
0.250
Accept Ho
Cookery
-3.021
0.005
Reject Ho
Overall
0.730
0.100
Accept Ho
Analysis of variance (ANOVA) revealed no significant differences in the performance of TVET tourism
students in basic competencies and common competencies when analyzed according to age profile (p > .05).
This indicates that age did not significantly influence students’ general workplace skills and foundational
competencies during supervised work-based learning.
However, significant differences were observed in core competencies for Food and Beverage Services and
Cookery specializations (p < .05), suggesting that age-related factors may influence performance in more
technically demanding areas. No significant difference was found in housekeeping competencies. Overall, the
findings indicate that while age does not affect general competency development, it may be associated with
variations in specialized technical performance.
However, when it comes to the performance of the TVET- Tourism students in terms of Food and Beverages
Services (FBS) specialization, the t-value was 2.117 and the p-value of 0.043 which is lesser than 0.05, thus
the null hypothesis was rejected. On contrary, there is a significance difference of the performance of TVET-
Tourism students in their Supervised Work-Based Learning according to age profile. The result implied that
the subject-respondent’s age will matter in terms of performing on the Food and Beverages Services core
competencies during their Supervised Work-based Industry Learning (SWIL). On the other hand, when it
comes to the performance of the TVET- Tourism students in terms of Housekeeping (HK) specialization, the t-
value was 1.183 and the p-value of 0.250 that is more than 0.05, indicating that the null hypothesis was
approved. Therefore, it implies that there is no significance difference of the performance of TVET-Tourism
students in their Supervised Work-Based Learning. Lastly, on the Cookery (CK) specialization, the T-value
was -3.021 with a 0.005 p-value which is lesser than 0.05, meaning that the null hypothesis was disproved.
Therefore, it implies that a significant difference exists of the performance of TVET-Tourism students in their
Supervised Work-Based Learning in Cookery specialization. Overall, when analyzing the performance of the
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TVET-Tourism students according to age profile, there is no significant difference of their performance
according to age profile.
This study is supported by The Challenges and Benefits of Age-Based Diversity (n.d.) which tells that age is
just a number in terms of individual constraints. But that number might be very significant when it comes to
organizational diversity. Organizations are beginning to place a high priority on workplace diversity and
inclusion. Age is often ignored as a measure of diversity, even though D&I initiatives often focus on fostering
settings that celebrate variations in gender, ethnicity, and sexual orientation. However, age diversity shares the
same benefits as gender, ethnicity, and sexual orientation in terms of intellectual diversity inside an
organization. In addition, 2020 has seen a greater generational diversity in the workplace than in previous
years. These days, employers are looking for talent at all age levels since different age groups have different
skills, perspectives, and working styles to offer. Age diversity in the workplace has many positive effects, but
it can also occasionally present issues for businesses. Specifically, overly large age differences can cause
communication problems and a general sense of disarray in the workplace (Transcend-Solutions, 2020).
Enhance Supervised Work-based Learning Program for TESDA Schools
Rationale of the Program:
The enhanced SWBL program allows TVET tourism trainers and students to maintain, develop, and refine
technical skills during deployment. SWBL provides practical experience in realistic work settings, fostering
cooperation, professionalism, resilience, initiative, decision-making, teamwork, and punctuality (Vector
Solutions, 2023).
Objectives of the Program:
By the end of the program, TESDA students will be able to:
Understand the importance and step-by-step processes of SWBL.
Recognize SWBL as an integral part of TESDA’s curriculum.
Gain guidance and technical support from trainers during deployment.
Program Activities, Tools, and Responsibilities
Activity
Particulars
Venue
Tools/
Equipment/
Materials
Person In-
charge
Identifying
potential TVET-
Trainers
The school administrators
together with the human
resource manager will
identify the best trainers that
will fit to the job. This is also
in a form of checking the
trainer’s credential,
background and experience.
TESDA
Schools and
offices
Resume
Application letter
Certificates
Credentials
School
Administrator
Human
Resource
Manager
Structure Training
Process
The administrators must
Provide a summary of the
typical duties associated with
the role, along with details
on the policies and
procedures that employees
should be aware of.
TESDA
Schools and
offices
Checklist of the task
required, policies
and procedures
School
Administrator
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Identifying and
Providing
Laboratories
The administrators must
identify and provide
laboratories for both trainees
and trainers that will fit to
the TVET- Tourism student
course
TESDA
Schools
and
Laboratories
Checklist of
laboratory tools,
materials and
equipment
School
Administrator
TESDA Trainer
Allow Trainees to
practice their skills
The TVET-Tourism Trainers
must allow the students to
sharpen their skill through
practicing demonstration
Tourism
Laboratories
Laboratory tools,
materials and
equipment
TVET- Tourism
Trainer
Assessing the
learner’s
knowledge and
skills
After completing the
required numbers of hours
training, the TVET- Tourism
Trainers must assess the
learner’s knowledge and
skills performance through
demonstration
Tourism
Laboratories
Performance
Checklist
TVET- Tourism
Trainer
Providing
Feedback and
improvement
After the TVET-Tourism
Trainers assess the students,
he/ she must provide
feedback for improvement
for each student
Tourism
Laboratories
Performance
Checklist
Evaluation sheet
TVET- Tourism
Trainer
Identifying the
student’s readiness
towards SWBL
After evaluating and
assessing the students, the
TVET-Tourism trainers must
identify the students’
readiness towards SWBL
Faculty Office
Recommendation
letter from the
TVET- Tourism
Trainers
TVET- Tourism
Trainer
Identify Potential
Industry Partners
The OJT coordinator
together with the specialized
trainers will look for the best
potential partners that will
train the TVET-Tourism
students.
Tourism
Industries
Checklist of Partner
Industry
OJT
Coordinator and
TVET- Tourism
Trainer
Conduct of pre-
deployment
seminar
The OJT coordinator will
conduct a pre-deployment
seminar highlighting the dos
and don’ts’s during the
SWBL including the policies
and guidelines.
Audio Visual
Room
Laptop
Projector
Projector Screen
Power point
Presentation
Video Presentation
OJT
Coordinator
Signing a
memorandum of
Agreement
between TESDA
Schools and
Partner Industries
The OJT coordinator will
conduct an industry
partnership thru signing of
the Memorandum of
Agreement to both TESDA
school and industry.
Tourism
Industries
Memorandum of
Agreement Papers
School
Administrator
and
OJT
Coordinator
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Endorsement of the
TVET- Tourism
students to Industry
partners
Both TESDA trainers and
OJT coordinator will
evaluate the student’s
readiness towards SWBL
and will prepare an
endorsement of the final list
of the trainee’s names who
will conduct the SWBL
Tourism
Industries
Endorsement Letters
OJT
Coordinator
Deployment of the
TVET- Tourism
students
The trainer with the help of
the OJT coordinator, he/she
will deploy the students to
their assigned industry
partners
Tourism
Industries
N/A (Not
applicable)
OJT
Coordinator
Updating the
Performance of the
TVET-Tourism
Students
Both TVET-Trainers and
OJT may have the access and
rights to update the TVET-
Tourism students’
performance during their
SWBL
Tourism
Industries
N/A (Not
applicable)
OJT
Coordinator and
TVET- Tourism
Trainer
Evaluating the
Performance of the
TVET- Tourism
Students
The managers or supervisor
must evaluate the TVET-
Tourism student’s
performance after finishing
their required number of
hours during their SWBL
Tourism
Industries
Evaluation sheet and
Rating sheet
Daily attendance
Certificate of
Completion
Industry Partner
manger or
supervisor
To support this Supervised Work-based Learning Program, according to Vector Solutions (2023) when done
properly, on-the-job training can be a very successful way of job training, even though it may not be
appropriate for every firm. The above figure are some key factors that contribute to the enhancement of the
Supervised Work-based Learning Program of TVET Schools:
1. Cross-Training: Cross-training of the trainees in other departments and job functions can be a wonderful
way to increase flexibility and information exchange inside the company.
2. Customization: Its adaptability to various organizations' and learners' needs allows it to be tailored, making
it an affordable and versatile training option.
3. Practical learning: Gives students practical, hands-on experience that enables them to build work skills in
a real-world environment.
4. Continuous Improvement: To keep training programs current and useful in achieving the aims and
objectives of the company, they should be reviewed and enhanced on a regular basis.
5. Integration with other training methods: It can be paired with other training techniques, such online or
in-person instruction, to produce a blended learning program that gives the best of both worlds.
Additional Proposed Enhancements to the Supervised Work-Based Learning (SWBL) Program
To further strengthen the Supervised Work-Based Learning (SWBL) program for Technical-Vocational
Education and Training (TVET) tourism students, several research-informed and practice-oriented
enhancements are recommended.
First, the implementation of structured skills refresher training, particularly in Cookery competencies, is
recommended prior to student deployment. Studies emphasize that reinforcing technical competencies before
workplace immersion enhances learner confidence, performance, and transfer of training to real work settings
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(Raelin, 2008; OECD, 2021). In the tourism and hospitality sector, where operational precision and service
quality are critical, refresher training serves as a mechanism to bridge skill gaps and ensure readiness for
industry demands (TESDA, 2019).
Second, the development of collaborative and standardized assessment tools involving both trainers and
students is strongly encouraged. Work-based learning literature highlights the value of shared assessment
frameworks in promoting transparency, consistency, and learner engagement (Biggs & Tang, 2011).
Integrating trainer evaluation with student self-assessment fosters reflective practice, a core element of
experiential learning, and supports continuous skills development during SWBL implementation (Kolb, 1984).
Third, strengthening school–industry partnerships remains a critical component of effective SWBL
programs. Strong collaboration between training institutions and industry partners ensures curriculum
relevance, alignment with workplace competencies, and smoother transitions from training to employment
(OECD, 2021; Raelin, 2008). Regular coordination, joint monitoring, and feedback mechanisms with tourism
establishments can enhance the authenticity and sustainability of the learning experience.
Finally, the adoption of individualized learning plans is recommended to address variations in students’ age,
prior experience, and learning pace. Differentiated learning approaches have been shown to support inclusivity
and maximize learner potential, particularly in diverse TVET contexts (Biggs & Tang, 2011). Tailoring
support mechanisms within the SWBL framework ensures equitable learning opportunities and prepares
students more effectively for employment in the tourism sector.
Overall, these enhancements are expected to improve student preparedness, skill mastery, and employability
while reinforcing the quality and relevance of the SWBL program in TVET tourism education.
The evaluation of the effectiveness of this program is through the recommendations, suggestions of the TVET-
Tourism Trainers and school administrators after the results and findings of this research study; and through
every conduct of the supervised work-based learning program which the TVET- Tourism students will be
evaluated by the industry partner managers or supervisor conducted by the TESDA schools.
Overall, the findings demonstrate that TVET tourism students performed at a high to very high level during
supervised work-based learning across all competency areas. The results affirm the effectiveness of SWBL in
developing workplace-relevant skills and highlight the importance of strengthening technical competencies,
particularly in cookery, through enhanced supervision and structured skills development programs (TESDA,
2023; Tolentino, 2023).
CONCLUSION AND FUTURE STUDIES
This chapter covers the implications of the TVET-Trainers, Industry Trainers and future school administrators
that emerge from data analysis with respect to the questions this study hopes to address.
This study focused to determine and explore the performance of vocational students in supervised work-based
learning in the tourism industry. Using quantitative results, the level of performance of the TVET- Tourism
students demonstrate that, out of all the basic, common, and core competencies, the indicators of basic,
common, and core competences received an overall mean of 4.4, indicating very high.
The results of the study when it comes to the demographic profile of the TVET- Tourism students during their
Supervise Work-based Learning, majority of them belong to age bracket 21- 25 years old (72.5%), females
(52.5%) and majority of their specialization are Food and Beverages Services (FBS) and Housekeeping (HK)
with 35.1% each specialization.
Furthermore, the mean (M= 4.98) level of performance of the TVET-Tourism students during their Supervise
Work-based Learning in basic competencies with the highest mean of 5 in this particular competency which is
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the “Work in a diverse environment”. While the mean (M= 4.97) level of performance of the TVET-Tourism
students during their Supervise Work-based Learning in basic competencies with the highest mean of 5
particularly in the competency which is the “Perform computer operations” and “Provide effective customer
service”.
In addition, the mean (M= 4.9) level of performance of the TVET-Tourism students during their Supervise
Work-based Learning in FBS core competencies which indicates Very High in Level. The mean (M= 4.68)
level of performance of the TVET-Tourism students during their Supervise Work-based Learning in
Housekeeping core competencies which indicates Very High in Level, and the mean (M= 3.9) level of
performance of the TVET-Tourism students during their Supervise Work-based Learning in Cookery core
competencies which indicates High in level.
Finally, the enhanced Supervised Work-based Learning Program for TESDA schools was anchored in the
study's findings particularly on their level of performance in basic, common and core competencies.
Practical Recommendations for School admonitors, Heads and Trainers:
Following a careful examination of the findings, the following suggestions were made:
1. The TVET-teachers and industry partner must be knowledgeable to the students’ profile in order for them
to identify the strengths and weakness of the organization.
2. The TVET- trainers and school administrators must monitor trainers and students for them to achieve a
good quality education that will enhance and emerged them to become globally and locally competent in
order to maintain a good impression to all industry partners.
3. The trainers must ensure that despite of the student’s profile, they can perform what was given by the basic,
common and core competencies. So that, despite of the TVET trainer’s absence during the monitoring of
the student’s performance, they can perform well.
4. The School Administrators of the TESDA Schools that are offering TVET-Tourism course schools must
implement this enhancement program for TESDA on their Supervised Work-based Learning.
5. A similar study may be conducted to confirm the study's conclusions would be to carry out a comparable
investigation.
CONCLUSIONS
Conclusions are made in light of the study's findings:
1. Majority of the profile of the TVET- tourism student who have undergone Supervised work-based learning
ages from 21-25, female and was designated/ assigned in the field of specialization of Housekeeping and
Food and Beverages Services.
2. The level of performance of the TVET- tourism students in the basic and common, and shows very high in
level similarly with the core competency of the specialization Food and Beverages Services (FBS) and
Housekeeping (HK). While the core competency of the cookery shows high in level.
3. Students performed comparatively at high to very high level in Supervised Work-based Learning
regardless of age profile.
4. Upon the result of the survey questionnaire to the industry partners, this study concluded to make an
enhancement program that would benefit the TESDA schools that were offering TVET-Tourism course.
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