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This study aims to present and analyze the development of the national standards for technical and vocational education and training (TVET) personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled 'Development of National and Regional Core Standards for TVET Personnel' employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications. However, there are also trainers who become assessors because they have met certain qualifications. In terms of the development of the national standards or TVET teachers, the Philippine’s TVET Trainers-Assessors Qualification Framework was used as a basis in determining the National Core Standards for Teachers who are handling Technical-Vocational courses. The development of the National Core Standards of TVET personnel were developed by the Technical Education Skills Development Authority (TESDA) national office based on the agency's centralized process of organizing these guidelines in which were then cascaded to the regional offices for implementation. This implies limited consultation and collaboration among stakeholders from the other local regions in the country. Despite the uniform set of guidelines set nationwide, schools and training centers have varied implementation depending on the availability of resources. Teacher-trainers expressed that they have different contexts and interpretations of the guidelines and they rely on the TESDA training regulations for their program delivery specific to the subjects they are teaching. Moreover, they emphasized that they wanted to be consulted about their ideas and suggestions so it can be incorporated in the design and development of the National Teacher Standards in the Philippines so it will have a fair and equal representation among the different delivering institutions in the country.

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Previously known as extracurriculum, co-curricular activity is an extended activity of classroom-based learning or program which is located outside the educational curriculum. Co-curricular activity are essential in the development of a learner's potential in terms of nurturing national integration, helping to develop community and forming self-identity. A survey was conducted to identify the potential of dual technical and vocational education and training (TVET) system players and their perception towards the potential of co-curricular activity. The finding shows that the dual TVET system players do have high potential in enhancing the co-curricular activity. The evaluation was made through the co-curricular activity assessment from the four focused aspects that include the attendance, position held, involvement, and achievement. However, there is a significant difference from the perception of dual system trainers towards the potential of the players in co-curricular activities. It is arguable that trainers assume that the players have yet achieved to a satisfactory level in co-curricular activities and require improvement especially in the attendance and position held. As a whole, it is found to illustrate that co-curricular activities implementation had a direct impact on the dual system players' performances. Hence, the co-curricular administrator particularly needs to ensure that the implementation of such activities can help the players to maximize the benefit from the activities held.

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