A Feasibility Study on Establishing a TVL Track with Agri-Fisheries Strand in the Senior High School Program of Milbuk National High School

The proposed establishment of the Agri-Fisheries strand within the Technical-Vocational-Livelihood (TVL) Track at Milbuk National High School (MNHS) would address the critical educational and economic needs of communities reliant on farming and fishing. This initiative aligns with national and international goals for Technical-Vocational Education and Training (TVET), aiming to enhance employability and support local industry through practical and technical training. Despite the recognized need for specialized vocational programs in agriculture and fisheries, there is limited localized research on the feasibility of implementing such a strand at MNHS. Specifically, gaps exist in understanding community readiness, resource availability, stakeholder support, and financial sustainability for this program in the context of Barangay Milbuk. Thus, this study aimed to evaluate the feasibility of establishing the Agri-Fisheries strand at MNHS by assessing environmental, market, technical, management, financial, and socio-cultural factors to determine the program’s viability and potential impact on students and the community. This research employed a mixed-methods approach involving, surveys, and interviews with key stakeholders, including parents, fisherfolks, farmers, educators, and local government unit (LGU) representatives. This comprehensive data collection sought to gauge community support, students’ interest, infrastructural readiness, and financial sustenance for the proposed strand. Findings revealed that community has a strong support and significant student interest, particularly among children of farmers and fisherfolks, were identified. Existing infrastructure challenges pose potential barriers to program implementation. Technological, physical, and collaborative resources are growing, providing a solid foundation for hands-on, industry-relevant education. Financial feasibility is promising, with potential funding from LGU partnerships and community contributions ensuring sustainability. The program is ethically sound and culturally appropriate, promoting inclusivity, gender equity, and community participation. The findings suggest that the Agri-Fisheries strand at MNHS is a practical and sustainable initiative that can empower learners with job-ready skills while supporting local economic development. Collaborative financing and stakeholder engagement are crucial for overcoming infrastructural challenges and ensuring long-term program success. This initiative can serve as a model for integrating traditional livelihood practices with modern technical education, fostering socio-economic resilience in rural communities.