Implementation and Challenges of Diploma Programs: Insights from TESDA-Aparri Polytechnic Institute

Technical-Vocational Education and Training (TVET) contributes significantly to national development by equipping individuals with job-ready skills and offering alternatives to four-year degrees. This study assessed the implementation of the three diploma programs, namely Diploma in Hospitality Management, Diploma in Civil Engineering Technology, and Diploma in Electrical Engineering Technology, at TESDA-Aparri Polytechnic Institute (TESDA-API). Employing a descriptive-correlational design, the study involved 10 focal persons, 18 faculty members, 66 students, and 35 alums, selected through systematic sampling, whose data were collected using three validated researcher-made questionnaires. The diploma programs at TESDA-Aparri Polytechnic Institute (TESDA-API) demonstrated a generally high level of implementation, with notable strengths in areas such as assessment practices and internship facilitation, implying that the diploma programs are all aligned with TESDA training regulations. However, among the most notable issues among the students and faculty members is the difficulty in managing academic responsibilities alongside other obligations, such as part-time work or family duties and is aggravated by the limited access to modern and industry-standard equipment and outdated or inadequate learning materials, which compromises the effectiveness of hands-on and may hinder students from acquiring the competencies needed for workforce readiness. Academic support, such as tutoring or mentoring, is also another vital input in the system to address issues related to preparation and remediation among students. The study recommends enhancing quality assurance, revising the curriculum, developing faculty, expanding industry linkage, and implementing performance-based scholarship incentives to strengthen post-diploma outcomes.