Factors Affecting the Enrollment Rate in the Technical-Vocational-Livelihood (TVL) Track: Basis for A Strategic Framework for Program Enhancement

This study assessed the readiness of Senior High School students in the Technical-Vocational-Livelihood (TVL) Track and examined the factors related to their choice of pursuing TVL. A total of 216 respondents, predominantly aged 15–16 years, participated in the study. Using a quantitative descriptive-correlational design, data were gathered on students’ personal, social, communication, and technical readiness, as well as personal interest, family influence, peer influence, and perceived job opportunities. Descriptive statistics were used to determine the levels of readiness and the extent of the identified factors, while Pearson product-moment correlation was used to examine the relationships between enrollment-related factors and readiness. Results showed that students reported Highly Ready social skills (M = 3.43), while personal skills (M = 3.17) and communication skills (M = 3.22) were rated Proficient. Relative strengths included responsibility, safety practices, respect, and following instructions, while sustained motivation during repetitive or difficult tasks and written documentation were comparatively lower-rated areas. Personal interest, family influence, peer influence, and perceived job opportunities were all significantly and positively related to personal, social, communication, and technical readiness (p < .001). The strongest relationship was between personal interest and technical skills (r = .542, p < .001), followed by family influence and technical skills (r = .375, p < .001), job opportunities and technical skills (r = .374, p < .001), and peer influence and technical skills (r = .351, p < .001). The findings indicate significant associations between enrollment-related factors and students’ reported readiness but do not establish causal relationships. The study recommends strengthening motivation, written communication and documentation, tool familiarity, experiential learning, family and peer support, and career guidance to address identified areas for development and support students’ preparation for TVL-related pathways.