Inclusive Pathways for Lifelong Learning in Technical-Vocational-Livelihood Cookery in Rural Philippine High Schools

Abstract

This systematic review explored inclusive pathways for lifelong learning in Technical Vocational Livelihood (TVL) Cookery programs in rural Philippine high schools, guided by PRISMA 2020 standards. Synthesizing 27 empirical studies published between 2016 and 2026, the review assessed policy impacts, planning gaps, intervention effectiveness, and advanced strategies for equitable outcomes. Findings revealed persistent disparities, with rural TESDA NC II pass rates averaging 68% compared to 92% in urban schools, largely due to infrastructural deficits, unreliable electricity, and limited teacher training. Meta analysis confirmed a moderate policy practice disconnect (SMD = 0.68), resulting in a 24% employability deficit despite Republic Act 10533’s vocational mandate. School Based Management (SBM) combined with TESDA certification pathways emerged as the most effective interventions, producing 42% relative employability gains (RR = 1.42), 62% apprenticeship to hire conversions, and 42% self employment outcomes. Inclusive practices such as universal design workstations improved completion rates among learners with disabilities by 27%, though DepEd Order No. 72 s. 2023 remained under implemented in most rural sites. Advanced strategies including climate resilient cooking methods, digital hybrid modules, and ISO standard kitchen audits achieved urban equivalent certification rates and equity improvements across diverse learners. Overall, the review underscores the need for sustained infrastructure investment, localized curriculum adaptations, and stronger DepEd TESDA collaboration. Establishing Cookery Centers in SBM Level 2+ schools, embedding inclusive practices, and linking programs with local industries are recommended to close rural urban certification gaps and promote lifelong learning pathways that foster employability, entrepreneurship, and community resilience.