Abstract
Abstract
This study evaluated the Bachelor of Technology and Livelihood Education–Industrial Arts (BTLEd–IA) programs offered in State Universities and Colleges (SUCs) in Region III using the Context, Input, Process, and Product (CIPP) evaluation model. A researcher-made survey questionnaire, anchored on CIPP and supplemented by SWOT analysis, was administered to 192 participants composed of administrators, faculty members, industry partners, and students from six SUCs in Region III. The evaluation examined curriculum alignment, faculty qualifications, instructional delivery, learning resources, industry linkages, and program outcomes.
Findings show that the programs exhibit strong curriculum alignment with institutional goals, national policies, and industry competencies. Faculty demonstrate competence and employ varied instructional strategies, while laboratory and workshop practices reflect effective utilization of available resources despite limitations. However, notable gaps persist in the adequacy and modernization of tools, equipment, and specialized facilities, as well as in institutional support for faculty development and resource enhancement.
Product evaluation indicates that students acquire essential technical competencies and graduates demonstrate employability, though skill development remains constrained by resource deficiencies. The study resulted in the formulation of a strategic framework aimed at improving curriculum responsiveness, strengthening faculty capability, enhancing resource provision, and deepening industry partnerships. Implications for Industrial Education Management highlight the need for data-driven planning, continuous quality assurance, and sustainable institutional governance to ensure long-term program effectiveness. The findings offer evidence-based directions for improving TLE–IA programs and aligning them with regional workforce needs.
Keywords: Industrial Arts, Evaluation, Technology and Livelihood Education, Strategic Framework