# Senior High School and Jobs: EDCOM II Workforce Findings

EDCOM II finds about 20% of SHS graduates enter the labor force and few TVL learners take the NC test. What Tech-Pro, EBET and work immersion mean for schools.

This is the Markdown copy of [Senior High School and Jobs: EDCOM II Workforce Findings](https://nash.com.ph/blog/senior-high-school-jobs-edcom-ii), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 30, 2026, updated Nov 4, 2026. Topics: Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

EDCOM II's three reports find that senior high school (SHS) has not yet become the exit to work that the K to 12 law promised. About 20% of SHS graduates enter the labor force and over 70% go on to further study (Final Report, p. 459). In a different study, people whose highest attainment was SHS graduation had the lowest labor force participation (41.9%) and the highest unemployment (15.9%) of any education group in October 2022 (Year Two Report, p. 275); neither report reconciles the two. TESDA notes, the Final Report says, that only a minority of Technical-Vocational-Livelihood (TVL) learners are assessed for a National Certificate (NC), though most who take it pass (pp. 157–158). DepEd's answer is the Strengthened Senior High School (SSHS) curriculum of DepEd Order No. 017, s. 2026: a Technical-Professional (Tech-Pro) track aligned with TESDA's Training Regulations, 320 to 640 hours of Work Immersion for Tech-Pro learners, starting with Grade 11 in SY 2026-2027.

This guide is for teachers preparing for the National Assessment for School Heads (NASH) and for researchers. EDCOM II is the Second Congressional Commission on Education, created by Republic Act No. 11899. The guide uses its Year One Report (2024), Year Two Report (2025), Final Report, *Turning Point* (2026), and the stand-alone National Education Plan document, with EDCOM releases, Republic Act No. 12063 (the Enterprise-Based Education and Training (EBET) Framework Act) and DepEd issuances in force on October 30, 2026. Enrollment by strand is in the [senior high strands report](https://nash.com.ph/blog/deped-senior-high-strands-by-sex-2017-2026).

## Key findings

- **Most graduates keep studying.** About 20% enter the labor force and over 70% go into further education; the plan targets an SHS employment rate of at least 20% through 2035 (Final Report, pp. 457, 459).
- **SHS graduates fare worst in the labor market.** In October 2022, 41.9% of people whose highest attainment was SHS graduation were in the labor force and 15.9% of those were unemployed, against 85.8% and 7.0% for TVET and college graduates (Year Two Report, p. 275).
- **Few take the NC assessment.** In SY 2019-2020, 25.7% of Grade 12 TVL learners took it, and in SY 2020-2021, 6.8%; 98% and 97% of those who took it passed (DepEd Order No. 003, s. 2025, Sec. I). By October 2025, 35% of eligible completers had taken it ([EDCOM 2, October 23, 2025](https://edcom2.gov.ph/new-techpro-shs-track-to-address-tech-voc-challenges-tesda/)).
- **Tools and offerings fall short.** EDCOM says slow spending on learning tools has left the 914,589 public SHS-TVL students of SY 2024-2025 "training without the tools and equipment needed" (Final Report, p. 128), and only 1–3% of NC completions are in semiconductor courses (p. 556).
- **Republic Act No. 12063, the EBET Framework Act** (November 7, 2024), lets a student who must complete an internship or immersion do it in a registered EBET program, with TESDA and DepEd (or CHED) to issue the rules (Sec. 5(a)). As of October 2026, DepEd has issued no such rules.

## What happens to senior high school graduates

### Most continue studying; about one in five looks for work

The Final Report's baseline reads: "~20% of SHS graduates enter the labor force while over 70% go into further education" (p. 459). It sits under Outcome 3.1.C, the employment rate six months after graduation for "learners seeking employment and not further studies", with a target of at least 20% to 2035 (pp. 457, 459). The baseline describes labor force entry, not an employment rate, and the report does not explain how the two relate. Its source is Orbeta and Potestad (2025), a Labor Force Survey study (National Education Plan document, p. 47). The Year Two rates below are a different measure, from Bersales (2024).

Those who study do not arrive ready. Only 0.4% of Grade 12 learners were at least proficient on the National Achievement Test (0.03% in Language and Communication; DepEd, 2024), against a target of 30% by 2028 and 90% by 2035 (Final Report, p. 457; National Education Plan document, p. 45). "CHED panels report that many SHS graduates still require remediation in literacy, numeracy, and scientific reasoning when they enter higher education" (Final Report, pp. 157–158). The Final Report also says "Previous EDCOM II reports showed that 42% of SHS graduates required remedial courses in college" (p. 349), but neither the Year One nor the Year Two Report gives the figure. Only 1.23% of the 384,388 Grade 12 completers of AY 2023-2024 from Pantawid Pamilyang Pilipino Program (4Ps) households received a Tertiary Education Subsidy grant in their first college year; earlier cohorts show 24.78% to 53.15%, and the report notes "there are more 4Ps beneficiaries in higher year levels" (p. 217).

### SHS graduates had the weakest labor market results

The Year Two Report finds SHS graduates had "the lowest labor force participation rate" and "the highest unemployment rate" (p. 274).

![Two-panel bar chart for October 2022: labor force participation was 41.9 percent for senior high school graduates, 85.8 percent for TVET graduates, 85.8 percent for college graduates and 70.3 percent overall; unemployment was 15.9, 7.0, 7.0 and 4.5 percent.](https://nash.com.ph/blog/_astro/shs-labor-force-indicators.0ve7xeK9_Z7ENmF.webp)

*Figure 1. Labor force participation and unemployment rates by educational attainment, October 2022. Data: EDCOM II Year Two Report (2025), Table 1, p. 275, citing Bersales (2024). Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/edcom-ii/shs-labor-force-indicators.png) or [its data (CSV)](https://nash.com.ph/blog/charts/edcom-ii/shs-labor-force-indicators.csv).*

A second table, from the 2021–2022 Labor Force Surveys, is harsher: 38.6% participation, 78.5% employed, 21.5% unemployed and 16.1% underemployed (Year Two Report, Table 4, p. 288); the report does not reconcile the two periods. In October 2022, SHS graduates' underemployment (13.4%) was lower than TVET graduates' (20.5%). The executive summary's "highly employable (95.5%)" and "underemployed (15.2% as of October 2022)" for TVET graduates (p. 30) are Table 1's totals for all groups, not its TVET column (93.0% and 20.5%, p. 275).

### The jobs they find

![Stacked bar chart of employed persons by class of worker, 2021-2022: senior high school graduates 71.5 percent wage and salary workers, 0.3 percent employers and 28.2 percent informal sector; TVET graduates 66.8, 2.9 and 30.3; college graduates 80.2, 3.0 and 16.7; all employed 62.3, 2.3 and 35.4.](https://nash.com.ph/blog/_astro/shs-class-of-worker.CabZ2L5A_Z1KJyJl.webp)

*Figure 2. Employed persons by class of worker and educational attainment, 2021–2022. Data: EDCOM II Year Two Report (2025), Table 2, p. 275, citing Bersales (2024). Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/edcom-ii/shs-class-of-worker.png) or [its data (CSV)](https://nash.com.ph/blog/charts/edcom-ii/shs-class-of-worker.csv).*

Most employed SHS graduates are wage and salary workers (71.5%), more than TVET graduates (66.8%) but fewer than college graduates (80.2%), and 28.2% are in the informal sector, where "most SHS graduates become unpaid family workers (20.3%)" (Year Two Report, pp. 275, 317). "Workers with SHS or partial college education face higher odds of informal employment than degree holders" (Final Report, p. 575).

### How employers see SHS graduates

The reports have no employer survey of SHS graduates, but their evidence points one way:

- **Degree screening.** Employers "often use a college degree as a screening tool for employment, even for roles that do not require one" (Year Two Report, p. 165).
- **Short immersion.** The Workforce Development Plan names "the limited time for work immersion that impacts job-readiness of graduates" (Final Report, p. 554). DepEd cites PIDS research for EDCOM 2: "most firms perceive SHS graduates as not work-ready despite the prevailing requirement to complete at least 80 hours of work immersion" ([DepEd Memorandum No. 052, s. 2025](https://www.deped.gov.ph/2025/06/24/june-24-2025-dm-052-s-2025-guidelines-for-the-deped-pcorp-pilot-implementation-of-the-enhanced-senior-high-school-work-immersion-program-in-selected-schools/), Enclosure, para. 4).
- **Government jobs.** Civil Service Commission Resolution No. 2500229 of March 2025 makes Grade 10 and Grade 12 graduates eligible for first-level government positions (Final Report, p. 67).
- **A proposed incentive.** The Year Two Report recommends, as an amendment to the Adopt-a-School Act, a tax deduction for hiring public SHS graduates (p. 365); the amendment bills remain pending, and the Final Report's summary of them does not mention this deduction (Final Report, p. 354).

## The TVL track and National Certificate assessment

### Few are assessed, and most who are pass

TESDA notes, the Final Report says, that only a minority are assessed despite "high pass rates" (pp. 157–158). DepEd's order on free assessments gives the numbers.

![Grouped bar chart: in SY 2019-2020, 25.7 percent of Grade 12 TVL learners took the National Certificate assessment and 98 percent of those passed; in SY 2020-2021, 6.8 percent took it and 97 percent passed.](https://nash.com.ph/blog/_astro/shs-tvl-nc-assessment.BfW7tfPg_1yKM5l.webp)

*Figure 3. NC assessment participation and pass rates of Grade 12 TVL learners. Data: DepEd Order No. 003, s. 2025, Enclosure, Sec. I, p. 2. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/edcom-ii/shs-tvl-nc-assessment.png) or [its data (CSV)](https://nash.com.ph/blog/charts/edcom-ii/shs-tvl-nc-assessment.csv).*

| When | Took the NC assessment | Passed, of those assessed | Source |
|---|---|---|---|
| SY 2019-2020 | 25.7% of Grade 12 TVL learners | 98% | DO 003, s. 2025, Sec. I |
| SY 2020-2021 | 6.8% | 97% | DO 003, s. 2025, Sec. I |
| September 2023 | "only 7%" of SHS-TVL students (Sen. Gatchalian) | "around 98%" | [EDCOM 2, September 25, 2023](https://edcom2.gov.ph/edcom-2-urges-tesda-ensure-grads-are-certified/) |
| October 2025 | 35% of more than 500,000 eligible Grade 12 completers | not given | [EDCOM 2, October 23, 2025](https://edcom2.gov.ph/new-techpro-shs-track-to-address-tech-voc-challenges-tesda/) |

The rows use different sources and bases and are not one series.

### Why so few are certified

1. **Cost.** DepEd attributes the low participation "to the prohibitive cost of National Certificate (NC) assessments" (DO 003, s. 2025, Sec. I).
2. **Assessors.** The Year One Report found "a need for an additional 11,838 competency assessors" for the SHS TVL track (pp. xxxiii, 237).
3. **Equipment.** Over five years, "only 12.59% of allocated funds have been disbursed annually" for STEM and TVL learning tools and equipment (Final Report, p. 128).
4. **Alignment and choice.** TESDA Director General Kiko Benitez told senators that some college-bound graduates choose not to be assessed and that the SHS-TVL curriculum is misaligned with TESDA's Training Regulations ([EDCOM 2, October 23, 2025](https://edcom2.gov.ph/new-techpro-shs-track-to-address-tech-voc-challenges-tesda/)).

The level matters too. Secondary graduates with NC III–IV earn "a 40% premium over peers with no TVET", while "NC I–II and mismatched pathways yield limited gains" (Final Report, p. 33). Of the 48 Tech-Pro electives in the new curriculum, 34 lead to NC II alone and six to NC III ([DepEd Order No. 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), Annex A).

### What changed from 2024 to 2026

- **Free, required assessment, through SY 2025-2026.** Under [DepEd Order No. 003, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DO_s2025_003.pdf) (March 4, 2025), the 2024 and 2025 budgets paid for one assessment per learner "at no out-of-pocket cost", for learners enrolled in SY 2024-2025 or SY 2025-2026 and graduates of SY 2022-2023 and SY 2023-2024 (Secs. I, II and V.A.1). TVL learners "are required to undergo a competency assessment", and public school learners "must submit their applications prior to their graduation" (Sec. V.A.5). The order also accredits teachers as competency assessors and schools as assessment centers (Sec. II). It lasts only while the FY 2024 and FY 2025 funds do (para. 3); as of October 2026, no issuance had extended it to SY 2026-2027.
- **A DepEd–TESDA agreement.** By October 2025 the agencies had agreed "to jointly quality assure all SHS-TechPro programs" (Final Report, p. 67), with DepEd endorsing Tech-Pro teachers for TESDA's Trainers Methodology I ([EDCOM 2, October 4, 2025](https://edcom2.gov.ph/deped-and-tesda-join-forces-to-ensure-quality-of-shs-techpro-programs/)).
- **Vouchers.** Under the Joint Delivery Voucher Program ([DepEd Order No. 006, s. 2023](https://www.deped.gov.ph/wp-content/uploads/DO_s2023_006.pdf), as amended by [DepEd Order No. 002, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DO_s2025_002.pdf)), public SHS-TVL learners were to train 320 hours in partner technical-vocational institutions in SY 2025-2026, with TESDA covering the NC ([DepEd Memorandum No. 103, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DM_s2025_103r.pdf), para. 2). As of October 2026, no issuance had followed for SY 2026-2027.

## How well senior high school matches the labor market

The Final Report finds that SHS "still functions more as a general preparatory stage for college than as a set of distinct and viable exits to work, skills certification, or entrepreneurship". Drawing on the Assessment, Curriculum and Technology Research Centre's SHS review and later hearings, it reports that most learners "cluster in the Academic Track regardless of intended exit" and that TVL strands "often lack the equipment, consumables, and industry partnerships needed for meaningful technical training and work immersion" (p. 157). "Weak industry involvement in the SHS TVL track has likewise contributed to mismatches between school offerings and provincial labor markets" (p. 308).

The Workforce Development Plan gives examples. "Only 1–3% of NC completions in SHSs and TVIs are tied to semiconductor courses, or around ~30,000 semi-skilled graduates every year, despite the sector needing ~55,000 annually", while many NC graduates are in "low-demand areas like bread and pastry, and driving" (p. 556). "Nearly 95 percent of the semiconductor workforce is concentrated in Regions IVA, III, VII, and NCR, while only about a third of senior high school TVL tracks with semiconductor-relevant programs are located in those regions" (p. 536). And "many SHS learners still associate tourism only with becoming flight attendants" (p. 560). SHS is still a large part of the pipeline:

![Horizontal bar chart of yearly capacity to produce semiconductor-related NC graduates: public senior high schools (TVL) 21.3 thousand, private senior high schools (TVL) 7.8 thousand, public technical-vocational institutions 10.7 thousand, private technical-vocational institutions 22.0 thousand; total printed 61.8 thousand a year.](https://nash.com.ph/blog/_astro/shs-semiconductor-pipeline.Ml8-UYge_1IpArE.webp)

*Figure 4. Capacity of the current pipeline for semiconductor-related NC graduates, thousands a year. Data: EDCOM II Final Report (2026), Figure 16, p. 539, from DepEd SHS-TVL data (SY 2019-2024) and TESDA data (2018–2024). Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/edcom-ii/shs-semiconductor-pipeline.png) or [its data (CSV)](https://nash.com.ph/blog/charts/edcom-ii/shs-semiconductor-pipeline.csv).*

The figure calls the 61.8 thousand a "Theoretical capacity of the education system", the "Sum of highest historical number of graduates produced at a regional and public vs private level, from 2019-2024"; the two SHS rows total 29.1 thousand. It puts actual output at "~44–36k/year" and projects a shortage of about 34,000 workers by 2028 and 81,000 by 2035 (p. 539). Page 556 puts output at "~30,000" a year; the report does not reconcile the two output figures.

## What the Workforce Development Plan recommends for SHS

The Workforce Development Plan is "explicitly designed to supplement the Trabaho Para sa Bayan Plan" of Republic Act No. 11962 (Final Report, pp. 510–511). It studies five clusters chosen from 19 sectors, namely advanced manufacturing, digital technology, healthcare, financial services and tourism (pp. 514–515), and proposes "twenty-four identified reforms" (p. 546). Those for SHS:

| Reform | What it asks for SHS | Page |
|---|---|---|
| A1. DepEd: career guidance | A "stronger, better-resourced rollout" of the Career Guidance Program under Republic Act No. 11206 in priority schools; there were 4,069 licensed guidance counselors in 2022, against more than 50,000 needed. Pilots in SHSs in Regions 3, 4A, VI and VII | pp. 547–548 |
| A3. TESDA: an EBET office | Funding beyond the ₱3 million 2026 campaign; "Close collaboration with LGUs and senior high schools can likewise bring EBET to the grassroots" | p. 550 |
| A7. DepEd and TESDA: Tech-Pro quality | "(1) DepEd teachers hold valid TESDA/NTTC certification; (2) programs comply with TESDA Training Standards; and (3) learners undergo proper assessment and certification" | p. 554 |
| B1. Expand in-demand programs | Voucher slots for Contact Center Services NC II, healthcare NCs "with expansion to SHS level", and manufacturing NCs | p. 556 |
| B3. New programs | "DepEd and TESDA to offer healthcare NCs at SHS" | p. 559 |

### What the National Education Plan adds

Two of the 20 priority reforms are for SHS: "Improve quality and relevance of SHS TechPro program" and "Institutionalize school-to-employment pathways and strengthen industry-academe coordination" (Final Report, pp. 40–41). Policy Recommendation 13 asks DepEd to "Review and refine SHS jointly with TESDA and CHED" (p. 26). The [National Education Plan guide](https://nash.com.ph/blog/national-education-plan-2026-2035) covers all of KPA 3; these targets reach a senior high school.

| Outcome or output | Baseline | 2028 | 2031 | 2035 | Agency |
|---|---|---|---|---|---|
| 3.1.A NAT Grade 12, at least proficient | 0.4% (2024) | 30% | 60% | 90% | DepEd |
| 3.1.B NAT Grade 12 Language and Communication, at least proficient | 0.03% (2024) | 30% | 60% | 90% | DepEd |
| 3.1.C Employment rate, SHS graduates | ~20% enter the labor force | ≥20% | ≥20% | ≥20% | DepEd |
| 3.1.C Employment rate, TVET graduates | 70% (2020) | 83% | 84% | 85% (p. 457) or 84% (p. 459) | TESDA |
| 3.1.2.a Tech-Pro providers meeting TESDA training standards | Not given | 100% (30% in 2026, 60% in 2027) | 100% | 100% | DepEd, TESDA |
| 3.1.3.a SHS with Job Placement Offices | 0 | 100% (30%, 60%) | 100% | 100% | DepEd, TESDA |

*Source: EDCOM II Final Report (2026), pp. 457–462; the National Education Plan document (2026) prints the same targets (pp. 45–51) but assigns output 3.1.3.a to "DepEd, DOLE, & PESOs" (p. 50).*

Tech-Pro schools "must comply with TESDA training standards and be fully equipped with tools, machinery, and facilities that meet industry requirements" (p. 461). Job Placement Offices, from the School-to-Employment Program (STEP) Bill, would offer career guidance and "active employer partnerships", and Local Industry-Academe Councils would "guide specialization offerings, and strengthen work immersion placements" (p. 462). SHS Tech-Voc programs should be registered under TESDA's Unified TVET Program Registration and Accreditation System (UTPRAS) from 2026 (p. 463). The plan document adds Job Placement Offices "in all public senior high schools, SUCs, and LUCs" and "Graduate outcomes tracking systems" (p. 48), with a School-to-Employment Program Act as a priority bill (p. 51), and gives TVET ₱94.9 billion, 3.6% of the ₱2.66 trillion, partly for "strengthening the quality assurance of SHS Tech-Voc tracks" (pp. 111–112). In the Final Report's case study, Opol National Secondary Technical School found immersion placements through the Cagayan de Oro Hotel and Restaurant Association and "makes deliberate efforts to assign teachers with the appropriate Teacher's Methodology Certificate (TMC) or at least a National Certificate (NC) to each SHS specialization" (pp. 463–464).

## What is EBET under Republic Act No. 12063?

[Republic Act No. 12063](https://www.officialgazette.gov.ph/2024/11/07/republic-act-no-12063/) is "An Act Institutionalizing the Enterprise-Based Education and Training Framework and Appropriating Funds Therefor", the "Enterprise-Based Education and Training (EBET) Framework Act" (Sec. 1). President Ferdinand R. Marcos Jr. approved it on November 7, 2024. It consolidates Senate Bill No. 2587 and House Bills No. 7400 and 6523 and took effect 15 days after publication (Sec. 37). The Final Report counts it among the collective accomplishments of the Commission, Congress and the agencies (p. 73).

- **Programs** (Sec. 4). General EBET covers skills "classified under NC 1 and 2" within six months; Apprenticeship covers NC 3 and above for trainees 18 or older; Upskilling serves an enterprise's employees.
- **Trainees.** At least 15 years old (Sec. 6(a)), with a fit-to-work certificate for apprenticeship applicants (Sec. 6(c)); a parent signs for trainees aged 15 to 18 (Sec. 12); minors train at most 40 hours a week, with no overtime (Sec. 13(a)).
- **Pay and certification.** General EBET trainees get an allowance for transport, meals and other agreed expenses; apprentices get at least 75% of the minimum wage (Sec. 13). Competent trainees receive an NC or a Certificate of Competency (Sec. 16).
- **Incentives.** An additional deduction of 50% of training expenses to December 31, 2027 and 75% from January 1, 2028, capped at 5% of total direct labor expenses or ₱25 million a year, whichever is lower (Sec. 20). Trained graduates get hiring preference (Sec. 22).
- **Repeal.** The Dual Training System Act of 1994 (Republic Act No. 7686), Book Two, Title II, Chapters 1 and 2 of the Labor Code, and a provision of the Tax Code (Sec. 36).

For SHS, Section 5(a) matters most. It excludes DepEd and CHED programs, but a student "who is required to undertake an internship or immersion as part of an academic requirement, may participate in registered EBET Programs to fulfill such requirement", under rules TESDA and DepEd (or CHED) "shall issue". As of October 2026, no DepEd issuance cites the law or sets those rules, so Work Immersion still runs under DepEd's own guidelines, though TESDA's head writes that EBET is being scaled up "across the entire TVET ecosystem, including Senior High School (SHS)" (Final Report, p. 342).

**Implementation.** TESDA signed the implementing rules on February 28, 2025 (Final Report, p. 320; [EDCOM 2, February 28, 2025](https://edcom2.gov.ph/new-ebet-law-to-open-doors-to-industry-led-training-and-ramp-up-upskilling/)), and Finance Secretary Ralph Recto signed the tax rules, Revenue Regulations No. 13-2025, on March 17, 2025 ([EDCOM 2, April 24, 2025](https://edcom2.gov.ph/edcom-2-statement-on-the-dofs-streamlined-tax-incentive-availment-for-education-programs/)). TESDA had registered 383 EBET programs by October 2025: 246 General, 20 Apprenticeship and 117 Upskilling (p. 320). The plan targets 569 participating enterprises by 2028 and 1,619 by 2035, from 119 in July–September 2025 (Final Report, p. 488; National Education Plan document, p. 83). In September 2026, senators noted that EBET enrollment fell 51%, from 126,000 in 2024 to 61,000 in 2025 ([EDCOM 2, September 16, 2026](https://edcom2.gov.ph/tesda-pressed-to-fully-implement-ebet-law-rationalize-scholarship-programs/)).

## The Strengthened SHS curriculum in October 2026

| Date | Issuance | What it did |
|---|---|---|
| June 14, 2025 | [DepEd Memorandum No. 048, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DM_s2025_048r.pdf) | Grade 11 pilot from June 16, 2025; immersion of "320–640 hours" (Enclosure, para. 40) |
| June 24, 2025 | [DepEd Memorandum No. 052, s. 2025](https://www.deped.gov.ph/2025/06/24/june-24-2025-dm-052-s-2025-guidelines-for-the-deped-pcorp-pilot-implementation-of-the-enhanced-senior-high-school-work-immersion-program-in-selected-schools/) | Enhanced Work Immersion pilot with the Private Sector Jobs and Skills Corporation (PCORP), SY 2025-2026 to SY 2026-2027 |
| February 27, 2026 | [DepEd Memorandum No. 012, s. 2026](https://www.deped.gov.ph/2026/02/27/february-27-2026-dm-012-s-2026-full-implementation-of-the-strengthened-senior-high-school-curriculum-in-school-year-2026-2027/) | All public and private SHSs to use it for incoming Grade 11 from SY 2026-2027 |
| May 28, 2026 | [DepEd Memorandum No. 036, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_036r-UPDATED.pdf) | Grade 12 pilot in SY 2026-2027, in the Grade 11 pilot schools only |
| June 4, 2026 | [DepEd Order No. 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/) | National policy: Grade 11 in SY 2026-2027, Grade 12 in SY 2027-2028 |

The pilot is counted two ways: "841 of 1,277 nominated schools" in the Final Report (p. 459) and "891 pilot schools" in DepEd Memorandum No. 012, s. 2026 (para. 3). [DepEd Memorandum No. 003, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_003r.pdf) also gives 891 (Enclosure, Sec. III). Neither source explains the other's figure.

DO 017's paragraph numbers below refer to its Enclosure. "The full implementation of the SSHS Curriculum (Grades 11 and 12) will be in SY 2027–2028"; until then, Grade 12 learners outside pilot schools follow the 2016 curriculum (para. 7). The order amends DepEd Order No. 21, s. 2019 and DepEd Order No. 30, s. 2017 on Work Immersion (para. 36). For jobs, it changes four things:

- **Two tracks.** The Tech-Pro Track, "formerly known as the Technical-Vocational-Livelihood (TVL) Track", is "designed for learners primarily seeking employment, entrepreneurship, or middle-level skills development" (para. 9.k). Five Core Subjects replace fifteen (para. 13; Final Report, p. 67).
- **TESDA alignment.** "All Tech-Pro Electives are aligned with the Technical Education and Skills Development Authority (TESDA) Training Regulations", at 320 hours each, in 10 clusters (para. 14), and their teachers "must possess a valid and current National Certification relevant to the Elective being taught" (para. 22).
- **Work Immersion.** From 320 to 640 hours, in any term of Grade 12, "**mandatory for all Tech-Pro learners**" and optional for the Academic Track; updated guidelines "shall be provided in a separate issuance" (para. 16).
- **Class size.** At most 25 learners in a Tech-Pro elective, though schools that cannot comply may run larger classes with appropriate strategies (para. 23).

Still pending on October 30, 2026:

- **Work Immersion guidelines.** For now, [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/) lets SSHS Work Immersion be "scheduled during any of the three terms", while Grade 12 learners under the old curriculum "shall strictly adhere to" DO 30, s. 2017 as amended by DO 39, s. 2018 and DO 021, s. 2019 (para. 30). The PCORP pilot follows DM 052, s. 2025.
- **Healthcare electives.** The Final Report expected the curriculum "to soon include Barangay Health Services (NC II), Dental Lab Tech Services (NC I), Health Care Services (NC II), and Pharmacy Services (NC II)" (p. 67). DO 017's Annex A has caregiving electives but none of these four.
- **EBET rules** for immersion under Section 5(a) of Republic Act No. 12063.
- **Readiness.** EDCOM wants a pre-Grade 11 literacy and numeracy check (p. 159). DepEd's pilot SHS Literacy and Numeracy Assessment ([DepEd Memorandum No. 016, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_016r-UPDATED.pdf)), given in March 2026, found 87% of Grade 11 learners were not independent readers ([EDCOM 2, May 28, 2026](https://edcom2.gov.ph/improvements-seen-but-half-of-learners-still-below-grade-level-in-literacy/)).

## What this means for school heads

**1. Build Work Immersion partnerships the way DO 30 requires.** Under [DepEd Order No. 30, s. 2017](https://www.deped.gov.ph/2017/06/05/do-30-s-2017-guidelines-for-work-immersion/), the school head is "the authorized person to sign the MOA with Partner Institution on behalf of the school" (Enclosure, Sec. 7). Immersion needs parental consent; every agreement "must be covered by a Memorandum of Agreement (MOA)" with a Joint Working Group, supervisors, a list of activities and insurance charged to MOOE; learners spend at most eight hours a day and 40 a week at the venue; schools and learners "shall not be asked to pay the SHS Partner Institution"; and immersion "should not be reduced to a mere recruitment tool" (Sec. 5). With 320 to 640 hours now required, start finding partners in Grade 11. See the [Domain 5 guide](https://nash.com.ph/blog/ppssh-domain-5-building-connections).

**2. Staff Tech-Pro electives with certified teachers.** Assign each elective to a teacher with a current NC in it (DO 017, para. 22). While DO 003's funds last, ask the division (the SDS, through the SHS-TVL supervisor) to endorse uncertified teachers for TESDA's competency-assessor track, which includes an NC assessment for those without one (DO 003, s. 2025, Sec. V.B). See the [Domain 2 guide](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations).

**3. Plan NC assessment for every Tech-Pro learner.** Under DO 003, s. 2025, which covered learners through SY 2025-2026, the school head could "endorse the required documents directly to the nearest TESDA Provincial or District Office" (Sec. V.A.4.a). This year's Grade 12 learners were enrolled in SY 2025-2026, so they fall within its scope if FY 2024 and FY 2025 funds remain (Sec. II; para. 3); ask the division how they will be assessed, and keep a list of who applied, was assessed and was certified; it is your case to the division and the [Local School Board](https://nash.com.ph/blog/local-school-board-special-education-fund).

**4. Offer only what your school and labor market can support.** DO 017 asks schools to match electives to "workforce and industry skills demand, local development priorities, and available industry partnerships", and new tracks and electives still need division and regional approval under DO 51, s. 2015 and [DO 054, s. 2022](https://www.deped.gov.ph/wp-content/uploads/2022/12/DO_s2022_054.pdf) (para. 27.a). Check equipment against TESDA standards and where local employers hire; EDCOM wants priority programs "anchored in national economic strategy rather than local convenience" (Final Report, p. 556). Where equipment is lacking, ask whether the Joint Delivery Voucher Program will run this year.

**5. Guide choices with labor market information.** DO 017 makes career guidance a school head's duty all year, with tools such as the National Career Assessment Examination and the Landas Toolkit (para. 27.b). Bring the Public Employment Service Office, industry associations and recent graduates into career sessions. The [Domain 3 guide](https://nash.com.ph/blog/ppssh-domain-3-teaching-and-learning) covers strand 3.7, career awareness, and the [counselors report](https://nash.com.ph/blog/deped-school-counselors-nurses-librarians-sy-2023-2024) finds a guidance position in only 3.3% of public schools in SY 2023-2024.

**6. Track your graduates.** The SHS Tracer Report/Curriculum Exit Tracking System is among the 75 forms that remain after DepEd Order No. 006, s. 2025 (Final Report, Table 3, p. 285), and the plan asks DepEd, TESDA and CHED for "comprehensive and regular graduate tracer studies through an integrated platform" from 2026 (Final Report, p. 490; National Education Plan document, p. 86). A school that knows where its graduates are six months later can show whether its electives work.

## How the NASH may test this

Under [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), the NASH uses "conceptual and situational critical thinking questions" built on the SOLO taxonomy (para. 3). These original items are scored 3 (Relational), 2 (Multistructural), 1 (Unistructural) or 0 (Prestructural).

### Question 1

*Indicator 5.5.1, Community engagement. Career Stage 1, Situational, Moderate.*

A resort offers to take 30 Grade 12 Tech-Pro learners in Kitchen Operations for their 320-hour Work Immersion. To finish quickly, it proposes ten-hour shifts six days a week, asks each learner to pay ₱800 for uniforms and orientation, and offers a one-page letter instead of an agreement. Some learners are 16. What should the school head do?

- **A.** Accept the offer as written, since good placements are scarce and a shorter immersion leaves time for NC assessment.
- **B.** Decline the offer and hold the immersion in the school's own kitchen laboratory, where the school controls safety and costs.
- **C.** Negotiate a memorandum of agreement under DO 30, s. 2017 with a Joint Working Group, listed activities, supervisors, insurance from MOOE and shifts of at most eight hours a day and 40 a week; drop the fee; secure parents' consent.
- **D.** Tell the resort the school will accept only under a DO 30 memorandum of agreement with no fees and shifts of at most eight hours a day and 40 a week, and wait for the resort to draft it.

**Answer and explanation**

**Best answer: C.** Points: A = 0, B = 1, C = 3, D = 2.

- **A (0 points, Prestructural).** It accepts hours above the limit, a fee DO 30 forbids, and no agreement.
- **B (1 point, Unistructural).** It sees the risk but gives up the industry partnership that immersion is meant to build.
- **C (3 points, Relational).** It ties the offer, the rules on agreements, hours and fees, and parents' consent into one arrangement that keeps the placement.
- **D (2 points, Multistructural).** The conditions are right, but it leaves the drafting, the Joint Working Group, insurance and parents' consent to the partner.

**Why.** Each element of C is a DO 30 rule (Enclosure, Sec. 5). EDCOM II found that TVL strands "often lack the equipment, consumables, and industry partnerships needed for meaningful technical training and work immersion" (Final Report, p. 157).

*Indicator 5.5.1: Involve the community, such as parents, alumni, authorities, industries and other stakeholders, in school programs, projects and activities to gain support for learner development, as well as school and community improvement.*

*Sources: DepEd Order No. 30, s. 2017; DepEd Order No. 017, s. 2026; EDCOM II Final Report (2026), p. 157.*

### Question 2

*Indicator 2.4.2, Management of staff. Career Stage 2, Situational, Difficult.*

In SY 2026-2027, a senior high school will offer the Tech-Pro elective Electrical Installation and Maintenance to Grade 11. Teacher X holds a current NC II in it; Teacher Y, more senior, holds a technology and livelihood education degree but no NC. Last year, only a few of the school's Grade 12 TVL learners took the TESDA assessment. What should the school head do?

- **A.** Assign Teacher Y for seniority and degree, and plan for her to earn the NC within the year.
- **B.** Assign Teacher X; ask the division to help Teacher Y earn the NC so she can take a section later; and plan with the division and TESDA how this cohort will be assessed for the NC in Grade 12.
- **C.** Assign Teacher X, and take up Teacher Y's certification and the cohort's NC assessment when the learners reach Grade 12.
- **D.** Postpone the elective until both teachers hold an NC.

**Answer and explanation**

**Best answer: B.** Points: A = 0, B = 3, C = 2, D = 1.

- **A (0 points, Prestructural).** DO 017, s. 2026 requires a current NC in the elective (para. 22); seniority does not replace it.
- **B (3 points, Relational).** It meets the staffing rule, builds the second teacher's capacity, and links staffing to the purpose of the elective: learners assessed and certified.
- **C (2 points, Multistructural).** The assignment is right, but it postpones the two steps that decide whether learners leave with an NC.
- **D (1 point, Unistructural).** It respects certification but denies learners an elective the school can already staff.

**Why.** EDCOM II asks that DepEd teachers "hold valid TESDA/NTTC certification" and that "learners undergo proper assessment and certification" (Final Report, p. 554). Because DO 003, s. 2025 covered learners only through SY 2025-2026, assessment must be planned with the division.

*Indicator 2.4.2: Manage staffing such as teaching load distribution and grade level and subject area assignment in adherence to laws, policies, guidelines and issuances based on the needs of the school.*

*Sources: DepEd Order No. 017, s. 2026, Enclosure, para. 22; DepEd Order No. 003, s. 2025; EDCOM II Final Report (2026), p. 554.*

Nothing in this guide reproduces or predicts examination content.

## Frequently asked questions

### How many senior high school graduates get jobs in the Philippines?

About 20% of SHS graduates enter the labor force and over 70% go into further education (Final Report, p. 459). A separate measure, for everyone whose highest attainment was SHS graduation, put their unemployment rate at 15.9% in October 2022, the highest of any education group (Year Two Report, p. 275).

### Is Work Immersion required in the Strengthened SHS curriculum?

Yes, for the Tech-Pro Track: 320 to 640 hours in Grade 12, "mandatory for all Tech-Pro learners" and optional for the Academic Track (DepEd Order No. 017, s. 2026, Enclosure, para. 16). Until new guidelines appear, DepEd Order No. 30, s. 2017 applies as amended.

### When does the Strengthened SHS curriculum start?

Grade 11 uses it in all schools from SY 2026-2027 and Grade 12 from SY 2027-2028 (DepEd Order No. 017, s. 2026, Enclosure, para. 7), after a Grade 11 pilot in SY 2025-2026.

### What is the EBET Framework Act?

Republic Act No. 12063, approved November 7, 2024, sets up enterprise-based training in three forms, General EBET, Apprenticeship and Upskilling (Sec. 4), with an extra tax deduction of 50% of training costs, rising to 75% from 2028 (Sec. 20).

### Do Tech-Pro or TVL graduates get a TESDA National Certificate?

Only if they take and pass TESDA's assessment. In SY 2019-2020, 25.7% of Grade 12 TVL learners took it, and in SY 2020-2021, 6.8%; 98% and 97% of those who took it passed (DepEd Order No. 003, s. 2025, Sec. I). The order made the assessment required and free for learners enrolled in SY 2024-2025 and SY 2025-2026, while FY 2024 and FY 2025 funds last (para. 3; Secs. II and V.A.5); as of October 2026, no issuance has extended it.

## Download the data

- [shs-labor-force-indicators.csv](https://nash.com.ph/blog/charts/edcom-ii/shs-labor-force-indicators.csv): labor force participation, employment, unemployment and underemployment for all eight education groups, October 2022 (Year Two Report, Table 1, p. 275).
- [shs-class-of-worker.csv](https://nash.com.ph/blog/charts/edcom-ii/shs-class-of-worker.csv): employed persons by class of worker for all eight groups, with the printed remarks, 2021–2022 (Year Two Report, Table 2, p. 275).
- [shs-tvl-nc-assessment.csv](https://nash.com.ph/blog/charts/edcom-ii/shs-tvl-nc-assessment.csv): NC assessment participation and pass rates of Grade 12 TVL learners, SY 2019-2020 and SY 2020-2021 (DepEd Order No. 003, s. 2025, Enclosure, Sec. I).
- [shs-semiconductor-pipeline.csv](https://nash.com.ph/blog/charts/edcom-ii/shs-semiconductor-pipeline.csv): capacity to produce semiconductor-related NC graduates by provider, with the printed total and definition (Final Report, Figure 16, p. 539).

The CSVs and charts may be reused only with written permission: email [support@nash.com.ph](mailto:support@nash.com.ph). The numbers themselves come from the EDCOM II reports, which you can cite directly.

## How to cite this post

Llego, M. A. (2026, October 30). *Senior High School and Jobs: EDCOM II Workforce Findings*. NASH Reviewer. https://nash.com.ph/blog/senior-high-school-jobs-edcom-ii

The EDCOM II reports:

- Second Congressional Commission on Education. (2024). *Miseducation: The failed system of Philippine education* (EDCOM II Year One Report). https://edcom2.gov.ph/media/2024/02/EDCOM-II-Year-One-Report-PDF-022924.pdf
- Second Congressional Commission on Education. (2025). *Fixing the foundations: A matter of national survival* (EDCOM II Year Two Report). https://edcom2.gov.ph/media/2025/01/EDCOM-2-Year-2-Report-Fixing-the-Foundations-2025.pdf
- Second Congressional Commission on Education. (2026). *Turning point: A decade of necessary reform (2026–2035)* (EDCOM II Final Report). https://edcom2.gov.ph/media/2026/01/EDCOM-II-Y03-for-web-012626_final.pdf
- Second Congressional Commission on Education. (2026). *The National Education Plan (2026–2035)* [Part of Turning point: A decade of necessary reform, EDCOM II Final Report]. https://edcom2.gov.ph/media/2026/01/EDCOM-II_Y03_National-Education-Plan.pdf

## Sources

- EDCOM II, [Final Report](https://edcom2.gov.ph/media/2026/01/EDCOM-II-Y03-for-web-012626_final.pdf) (2026), pp. 26, 33, 40–41, 67, 73, 128, 157–159, 217, 285, 308, 320, 342, 349, 354, 457–464, 488, 490, 510–511, 514–515, 536, 539, 546–548, 550, 554, 556, 559–560, 575.
- EDCOM II, [The National Education Plan (2026–2035)](https://edcom2.gov.ph/media/2026/01/EDCOM-II_Y03_National-Education-Plan.pdf) (2026), stand-alone document, pp. 45–51, 83, 86, 111–112.
- EDCOM II, [Year Two Report](https://edcom2.gov.ph/media/2025/01/EDCOM-2-Year-2-Report-Fixing-the-Foundations-2025.pdf) (2025), pp. 30, 165, 274–275, 288, 317, 365.
- EDCOM II, [Year One Report](https://edcom2.gov.ph/media/2024/02/EDCOM-II-Year-One-Report-PDF-022924.pdf) (2024), pp. xxxiii, 237.
- EDCOM 2, [EDCOM 2 urges TESDA: Ensure grads are certified](https://edcom2.gov.ph/edcom-2-urges-tesda-ensure-grads-are-certified/), September 25, 2023.
- EDCOM 2, [New EBET law to open doors to industry-led training and ramp up upskilling](https://edcom2.gov.ph/new-ebet-law-to-open-doors-to-industry-led-training-and-ramp-up-upskilling/), February 28, 2025.
- EDCOM 2, [EDCOM 2 Statement on the DOF's Streamlined Tax Incentive Availment for Education Programs](https://edcom2.gov.ph/edcom-2-statement-on-the-dofs-streamlined-tax-incentive-availment-for-education-programs/), April 24, 2025.
- EDCOM 2, [DepEd and TESDA join forces to ensure quality of SHS TechPro programs](https://edcom2.gov.ph/deped-and-tesda-join-forces-to-ensure-quality-of-shs-techpro-programs/), October 4, 2025.
- EDCOM 2, [New TechPro SHS track to address tech-voc challenges – TESDA](https://edcom2.gov.ph/new-techpro-shs-track-to-address-tech-voc-challenges-tesda/), October 23, 2025.
- EDCOM 2, [Improvements seen, but half of learners still below grade level in literacy](https://edcom2.gov.ph/improvements-seen-but-half-of-learners-still-below-grade-level-in-literacy/), May 28, 2026.
- EDCOM 2, [TESDA pressed to fully implement EBET Law, rationalize scholarship programs](https://edcom2.gov.ph/tesda-pressed-to-fully-implement-ebet-law-rationalize-scholarship-programs/), September 16, 2026.
- [Republic Act No. 12063](https://www.officialgazette.gov.ph/2024/11/07/republic-act-no-12063/), An Act Institutionalizing the Enterprise-Based Education and Training Framework and Appropriating Funds Therefor (Enterprise-Based Education and Training (EBET) Framework Act), approved November 7, 2024 (Official Gazette), Secs. 1, 4–6, 12–13, 16, 20, 22, 36–37.
- [DepEd Order No. 30, s. 2017](https://www.deped.gov.ph/2017/06/05/do-30-s-2017-guidelines-for-work-immersion/), Guidelines for Work Immersion, Enclosure, Secs. 5 and 7 (amended by DO 017, s. 2026).
- [DepEd Order No. 003, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DO_s2025_003.pdf), Guidelines on the Implementation of Quality-Assured Assessment for the National Certification of Learners in the Senior High School Technical-Vocational-Livelihood Track and Expansion of the Number of Competency Assessors, para. 3; Enclosure, Secs. I, II and V.
- [DepEd Order No. 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), Strengthened Senior High School Curriculum, Enclosure, paras. 7, 9, 13–14, 16, 22–23, 27, 36 and Annex A.
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, para. 30.
- [DepEd Order No. 006, s. 2023](https://www.deped.gov.ph/wp-content/uploads/DO_s2023_006.pdf), Guidelines on the Implementation of the Joint Delivery Voucher Program for Senior High School Technical-Vocational-Livelihood Specializations for School Year 2022-2023, as amended by [DepEd Order No. 002, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DO_s2025_002.pdf).
- [DepEd Order No. 054, s. 2022](https://www.deped.gov.ph/wp-content/uploads/2022/12/DO_s2022_054.pdf), Guidelines on the Selection of Senior High School Technical-Vocational-Livelihood Specializations (cited in DO 017, s. 2026, Enclosure, para. 27.a, with DO 51, s. 2015).
- [DepEd Memorandum No. 048, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DM_s2025_048r.pdf), Pilot Implementation of the Strengthened Senior High School Curriculum for Grade 11 in School Year 2025-2026, para. 3; Enclosure, para. 40.
- [DepEd Memorandum No. 052, s. 2025](https://www.deped.gov.ph/2025/06/24/june-24-2025-dm-052-s-2025-guidelines-for-the-deped-pcorp-pilot-implementation-of-the-enhanced-senior-high-school-work-immersion-program-in-selected-schools/), Guidelines for the DepEd-PCORP Pilot Implementation of the Enhanced Senior High School Work Immersion Program in Selected Schools, paras. 1 and 5; Enclosure, para. 4.
- [DepEd Memorandum No. 103, s. 2025](https://www.deped.gov.ph/wp-content/uploads/DM_s2025_103r.pdf), Timeline of Activities for the Implementation of the Joint Delivery Voucher Program for Senior High School Technical-Vocational-Livelihood Specializations for the School Year 2025-2026, para. 2.
- [DepEd Memorandum No. 012, s. 2026](https://www.deped.gov.ph/2026/02/27/february-27-2026-dm-012-s-2026-full-implementation-of-the-strengthened-senior-high-school-curriculum-in-school-year-2026-2027/), Full Implementation of the Strengthened Senior High School Curriculum in School Year 2026-2027, paras. 3–4.
- [DepEd Memorandum No. 036, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_036r-UPDATED.pdf), Pilot Implementation of the Strengthened Senior High School Curriculum for Grade 12 in School Year 2026-2027, para. 4.
- [DepEd Memorandum No. 003, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_003r.pdf), Guidelines on the Monitoring and Evaluation of the Pilot Implementation of the Strengthened Senior High School Curriculum, para. 2; Enclosure, Sec. III.
- [DepEd Memorandum No. 016, s. 2026](https://www.deped.gov.ph/wp-content/uploads/DM_s2026_016r-UPDATED.pdf), Administration of the Senior High School Literacy and Numeracy Assessments for Grade 11 Learners in School Year 2025-2026.
- [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), Administration of the National Assessment for School Heads for Fiscal Year 2025, para. 3.
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads (indicators 2.4.2 and 5.5.1).

## The EDCOM II series

The reports:

- [What EDCOM II Achieved, 2023-2025: Laws, Budgets, Policies](https://nash.com.ph/blog/edcom-ii-accomplishments-2023-2025)
- [EDCOM II's Three Reports: How the Key Numbers Changed](https://nash.com.ph/blog/edcom-ii-reports-key-numbers)
- [EDCOM II Final Report: Guide for Aspiring School Heads](https://nash.com.ph/blog/edcom-ii-final-report)
- [National Education Plan 2026-2035: Guide for School Heads](https://nash.com.ph/blog/national-education-plan-2026-2035)
- [100 Years After the Monroe Report: Education Commissions](https://nash.com.ph/blog/monroe-report-100-years-edcom-ii)
- [Is the Philippines Spending Enough on Education?](https://nash.com.ph/blog/philippine-education-spending-edcom-ii)
- [Education Data, Transparency and Research: EDCOM II](https://nash.com.ph/blog/education-data-transparency-research-edcom-ii)

Learners and learning:

- [Mass Promotion and Lost Instructional Time: EDCOM II](https://nash.com.ph/blog/mass-promotion-instructional-time-edcom-ii)
- [PISA, TIMSS, SEA-PLM and the NAT: What EDCOM II Found](https://nash.com.ph/blog/pisa-timss-sea-plm-nat-edcom-ii)
- [Mother Tongue After RA 12027: Language of Instruction](https://nash.com.ph/blog/language-of-instruction-ra-12027-edcom-ii)
- [Why DepEd Bought Only 27 Textbook Titles in 2012-2023](https://nash.com.ph/blog/deped-textbook-shortage-edcom-ii)
- [RA 12080, Bullying and School Mental Health: EDCOM II](https://nash.com.ph/blog/school-mental-health-bullying-ra-12080-edcom-ii)
- [RA 11650 and Learners With Disabilities: EDCOM II Findings](https://nash.com.ph/blog/learners-with-disabilities-ra-11650-edcom-ii)
- Senior High School and Jobs: EDCOM II Workforce Findings (this post)

Schools, teachers and governance:

- [Teacher Workload and Accountability: EDCOM II Findings](https://nash.com.ph/blog/teacher-workload-accountability-edcom-ii)
- [Local School Boards and the Special Education Fund](https://nash.com.ph/blog/local-school-board-special-education-fund)
- [Local Education Models in EDCOM II: What the Evidence Shows](https://nash.com.ph/blog/local-education-reform-models-edcom-ii)
- [Education in the Bangsamoro: EDCOM II Findings for BARMM](https://nash.com.ph/blog/bangsamoro-education-barmm-edcom-ii)

*Written by Mark Anthony Llego for NASH Reviewer. Sources: EDCOM II Year One (2024), Year Two (2025) and Final (2026) Reports and the National Education Plan (2026–2035) document; EDCOM II news releases, 2023–2026; Republic Act No. 12063; DepEd Orders No. 30, s. 2017, 054, s. 2022, 006, s. 2023, 002 and 003, s. 2025 and 009 and 017, s. 2026; DepEd Memoranda No. 048, 052, 069 and 103, s. 2025 and 003, 012, 016 and 036, s. 2026. Charts may be reused only with written permission from support@nash.com.ph.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, October 30). *Senior High School and Jobs: EDCOM II Workforce Findings*. NASH Reviewer. https://nash.com.ph/blog/senior-high-school-jobs-edcom-ii. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data