Multiple Career

Development
Pathways Toolkit

Helping students choose a Senior

High School track and explore career
pathways and opportunities
Toolkit Summary Guide

INTRODUCTION: Starting a Career Planning Journey (1-2 sessions)

Students talk about the life they aspire to live in the future. They will discuss career exploration and future career pathways.

TOOL 01 The Life I Want to Live as an Adult

ACTIVITY 01: Enhancing Self-Awareness (2-3 sessions)

To help build career aspirations, students will work on a process of rediscovering their interests, and re-examining their acquired skills and
competencies.
TOOL 02 Self-Assessment of Interests and Talents TOOL 04 Rate Your Skills
TOOL 03 Personal Work Values and Competencies

ACTIVITY 02: Exploring Career Pathways (2-3 sessions)

After rediscovering their interests and talents, students will link them with possible career options. Students will conduct a self-
assessment to determine whether their interests and skills match their preferred career pathway.

TOOL 05 SHS Career Interest Clusters

The Career Wheel

ACTIVITY 03: Goal-Setting and Grounding (2-3 sessions)

To refine their career decisions, students will explore and consider factors that may affect their career options, like talents, family support
and decision, financial capability, and job market demands.
TOOL 06 My Family and My Career Choices TOOL 08 Career Sector Exploration Sheet
TOOL 07 Personal Career Exploration Mapping Tool TOOL 09 Career Pathways Action Plan

ACTIVITY 04: Connecting the Dots Between Education and Career Pathways (2-3 sessions)
To be prepared to make career choices, students will consolidate information gathered about themselves, including the possible career
pathways they plan to pursue. Students are expected to identify at least three SHS track options. This stage marks the beginning rather
than the end of the career journey of the students.

TOOL 10 Career Pathways Portfolio TOOL 12 Summary of My Career Pathways

TOOL 11 Career Study Planner TOOL 13 Multiple Career Development Pathways Map

NOTE: One session may run for one hour; several of the Tools in this Toolkit were adapted from existing career guidance worksheets or activities.
TOOLKIT GUIDE

INTRODUCTION
Starting a Career Planning
Journey
TOOL 01: The Life I Want to Live as an
Adult

Many people say that life is a journey. As you begin your mission to
help your students plan their career, let us start by helping them
envision their life in the future. It can begin by simply asking them:
“What kind of life do you want to live?” “Anong klaseng pamumuhay
ang nais mong maranasan?”

This introductory session focuses on goal setting and visioning.

Identifying purpose and goals gives your students a sense of
direction. However, you should encourage your students to have
different options. Lack of flexibility can prevent them from
adapting to the changes, challenges, and opportunities that may
come their way as they pursue their individual life’s journey.
 INTRODUCTION STARTING A CAREER PLANNING JOURNEY

TOOL
01 THE LIFE I WANT TO LIVE AS AN ADULT

Background

Career planning is a lifelong process that focuses on

REFLECTION GUIDE
making decisions to help you manage your future
work and personal life in general. This means that
1. What is career planning and why is it
planning your career is not separate from planning
important to me as a student?
the rest of your life. This worksheet aims to help you
set your future career directions anchored on the 2. Why is career planning not a one-time
things that you value such as personal interests, decision but a series of decisions I make?
families, and dream jobs.
Directions 3. What should I consider in planning for my
future career?
1. Read each question carefully. In case there are
4. What are the bases of a career planning
some questions or clarifications, you may consult
journey?
your teacher for further explanation.

2. Write your answers on the spaces provided.

3. Share your worksheet with your peers during the

group interaction.
 My Career Planning Journey

SETTING WORK RELATIONSHIPS IMMEDIATE GOALS LONG-TERM GOALS

(NEXT 1-3 YEARS) (AFTER HIGH SCHOOL)
• Where do I • What type of • Who would I
like to live? work would I like to spend • What do I want
like to do? time with? to do within • What are my
Family? the next one to plans after
Friends? Or, do three years? high school?

• What is my I prefer to
• Do I prefer to spend more
ideal work
time by myself?
stay in one environment?
place or • What kind of
would I like to career would I
• What types of
move to a like to pursue?
• What business activities do I
new
do I plan to enjoy doing
location?
start? with the
people in my
life?

8 MULTIPLE CAREER DEVELOPMENT PATHWAYS TOOLKIT

TOOLKIT GUIDE

ACTIVITY

01
ENHANCING
SELF-AWARENESS

TOOL 02: Self-Assessment of Interests and Talents

TOOL 03: Personal Work Values and
Competencies
TOOL 04: Rate Your Skills

Know More About Yourself

One of the most important steps in guiding your students in career

planning is to provide an opportunity for them to discover or
rediscover themselves. After all, no one else can tell your students
what to do in life because they know themselves best.

This session focuses on helping the students increase their self-

awareness by learning more about and understanding their
interests, talents, and values better. The information that your
students will acquire in this session will help them make appropriate
career choices and decisions.
 ACTIVITY 01 ENHANCING SELF-AWARENESS

TOOL
02 SELF-ASSESSMENT OF INTERESTS AND TALENTS

Directions

Many people say that you tend to be good at what interests you. Look back at your classroom experiences and
activities. Recall the subject areas that caught your interest and list down remarkable achievements related to these
subject areas.

GRADE 7 GRADE 8

Which subject/s are you interested in? What Which subject/s are you interested in? What
activities or projects in the said subject/s have you activities or projects in the said subject/s have you
accomplished? accomplished?

In which subject/s did you perform best? In which subject/s did you perform best?

What are your talent/s? In which subject/s were you What are your talent/s? In which subject/s were you
able to perform these talents? able to perform these talents?
 GRADE 9 GRADE 10

Which subject/s are you interested in? What Which subject/s are you interested in? What
activities or projects in the said subject/s have you activities or projects in the said subject/s have you
accomplished? accomplished?

In which subject/s did you perform best? In which subject/s did you perform best?

What are your talent/s? In which subject/s were you What are your talent/s? In which subject/s were you
able to perform these talents? able to perform these talents?
 ACTIVITY 01 ENHANCING SELF-AWARENESS

TOOL
03 PERSONAL WORK VALUES AND COMPETENCIES

Directions
WORKING ALONE AND
The following is a list of work values and competencies that BEING INDEPENDENT
Accomplish tasks by myself, with
many people have identified as important for them in their
limited interaction with others.
careers, in business, and in the workplace. A competency is
the capability to apply or use a set of related knowledge, COMPETITION
skills, and abilities required to successfully perform a job. Engage in activities which pit my
abilities against others.
As you begin to explore your own personal values, reflect
and select by shading the thumbs up icon ( ) of
MAKING DECISIONS
the values and competencies that you think you already
Possess the power to decide courses of
possess. action
HELPING THE COMMUNITY that may affect an organization.
Do something which contributes to WORKING UNDER PRESSURE
improving the community. Become Work in situations where pressure is
involved with helping other people. common.

WORKING WITH OTHERS INFLUENCING PEOPLE

Work as a team member towards Be in a position to influence the attitudes
common goals. and
opinions of other people.
 KNOWLEDGE AND WORK CHANGE, VARIETY AND FAST PACE
MASTERY Pursue work activities which frequently
Engage in the pursuit of knowledge change. Work in circumstances where work
and understanding. Become an must be done rapidly.
expert in the field I would like to
pursue. PRECISION WORK
CREATIVITY Work in situations where attention to
Have an opportunity to create new details and accuracy are very important.
things. Develop new ideas and
processes. STABILITY
Have a work routine and job duties
that are largely predictable.

Reflection Guide FINANCIAL GAINS

Have a high likelihood of achieving high
1. Look at the list of work values and
monetary rewards for my work.
competencies that you already
possess. PHYSICAL CHALLENGE
2. Think of times and situations when you Do activities that use my physical
have applied these work values and abilities.
competencies.
SUPERVISION
3. Which among the items you chose are Engage in activities in which I am
connected to your career plans? directly responsible for the work
4. What other values not listed here do of others.
TIME FREEDOM
you think are essential to you and
Be able to work according to my own
your career plans? These can help you
schedule.
in making good career decisions.
 ACTIVITY 01 ENHANCING SELF-AWARENESS

TOOL
04 RATE YOUR SKILLS

Directions
Reflection Guide
The skills listed in this tool are the progressive life skills needed in
pursuing any field or career. Rate your skills level using the following Look at the skills that you have
scale:
rated yourself highly (e.g., 3 or 4).
HIGHLY SKILLED. I can do this task all the time without supervision.
Think of times and situations
SKILLED. I can do this task with minimum supervision.
when you have used these skills.
MODERATELY SKILLED. I can do this task with constant supervision.
These can help you in making
UNSKILLED. I cannot do this task without supervision. good career decisions.

WRITTEN VERBAL PROBLEM TEAM ANALYTICAL

COMMUNICATION COMMUNICATION SOLVING WORK ABILITY
The ability to write The ability to use Devising and then Cooperating with and Being able to pick out
clearly and concisely spoken words to using an supporting others in the key issues from
and convey information convey message clearly appropriate order to achieve a a large amount of
to different readers. in a conversation or to method/rule/ common goal. complex information.
a larger audience. technique or logic
to solve a problem.
CREATIVE NUMERACY LEADERSHIP COMMERCIAL DECISION-
THINKING AWARENESS MAKING

Being original and The ability to The ability to guide, Having an The ability to select a
innovative in order understand and direct, motivate, understanding and logical choice by
to solve problems, interpret facts and and take appreciation of the considering outcomes of
generate ideas, or ideas expressed in responsibility for organization and how it each option and
produce novel figures and non- others. makes a profit or determining the best for
designs. verbal data. acquires funding. the situation.

NEGOTIATING PERSUADING SELF- TIME FLEXIBILITY

MOTIVATION MANAGEMENT
The ability to deliberate Being able to Being proactive and The ability to organize The ability to carry out a
with others in order to influence the willing to take the your work, priorities, variety of tasks, work in
come to an agreeement attitudes and initiative. Setting and and what needs to different situations, and
that is appropriate and perspectives of achieving goals. be done to meet manage change in your life
beneficial to all. others. deadlines. and work.
TOOLKIT GUIDE
ACTIVITY
EXPLORING

02 CAREER
PATHWAYS

TOOL 05: SHS Career Interest Clusters

Keep On Track

It is important to work on something that makes you feel happy and

productive. Making a career decision is not an easy task for your
students. Gaining enough knowledge and information about their
strengths and weaknesses will help them find a better career
opportunity.

In this session, your students will identify possible career options

based on their interests, talents, and values. Students will also gain
information about the different Senior High School tracks and their
corresponding aptitude requirements.
 ACTIVITY 02 EXPLORING CAREER PATHWAYS

TOOL
05 SHS CAREER INTEREST CLUSTERS

Directions CLUSTER A CLUSTER B

I LIKE TO
A career cluster is a group of jobs that I LIKE TO
picture things in my mind do outdoor physical activities
require similar skills or share common work with my hands be an athlete someday
perform engage in sports activities
characteristics. Choose a career cluster play a musical instrument coach in sports activities
that interest you most by shading the do arts and crafts read sports magazines
record audio and video watch sports events
heart ( ) beside the statements that design displays represent the country in any
decorate places sports competition
apply to you. Then add up the number of
do creative projects do strenuous physical activities
shaded hearts in each group. organize sports clinics
I AM
good with my hands I AM
creative physically active
Reflection Guide attentive to details inclined to sports
versatile persistent and dedicated
1. Does this activity help me in a good planner competitive
patient and persistent truthful
planning my future career?
attentive
2. What other information do I I AM INTERESTED IN
art/graphic design I AM INTERESTED IN
need to help me make a music sports activities
career decision? speech and drama coaching tasks
audio/video technology athletics
3. What is the importance of culture and arts physical activities
outdoor events
crafting a learning plan that
NUMBER OF
suits my career preferences? SHADED HEARTS NUMBER OF
SHADED HEARTS
 CLUSTER C CLUSTER D CLUSTER E CLUSTER F

I LIKE TO I LIKE TO I LIKE TO I LIKE TO

cook and do kitchen work with numbers and interpret formulas help people solve their
activities details find the answers to problems
make handicrafts use facts to make questions volunteer to help others
work with my hands predictions work in a laboratory work with children and
use and repair tools and analyze financial elderly
figure out how things
machines information help people make
work
plan and breed animals handle money decisions
explore new technology
entertain guests and keep accurate records learn about other
experiment
visitors browse new products in cultures
do manual tasks and observe details make friends with people
stores
activities conduct scientific of different ages, cultures,
follow trends
assemble things communicate ideas research and backgrounds
produce hands-on persuade people solve mathematical debate and win
results problems arguments
I AM I AM observe people’s
practical logical I AM behavior
dependable entrepreneurial inquisitive take charge in dangerous
street smart precise situations
objective
tech savvy inquisitive precise
entrepreneurial detail-oriented I AM
practical
mechanical self-confident civic minded
a problem solver
a good communicator
an innovator
I AM INTERESTED IN I AM INTERESTED IN non-judgmental
Technical Skills Accounting a good listener
Civil Technology Mathematics I AM INTERESTED IN trustworthy
Drafting Economics Mathematics responsive
Computer Hardware Banking and Finance Science
Servicing Business and Marketing Engineering I AM INTERESTED IN
Culinary Arts and Food Technology Education Social Studies
and Beverage Services Computer Application Psychology
NUMBER OF
SHADED HEARTS History and Government
NUMBER OF Education
NUMBER OF
SHADED HEARTS SHADED HEARTS Human Services

NUMBER OF
SHADED HEARTS
 Analysis

CLUSTER A CLUSTER B CLUSTER C

Each career cluster represents inclinations
and interests that align with a particular
Senior High School (SHS) track or strand.
The cluster with the highest number of
shaded hearts represents your strongest
set of inclinations and interests. Each
group or set is related to an SHS track and ARTS AND DESIGN SPORTS
TECHNICAL-VOCATIONAL
AND LIVELIHOOD
strand.
CLUSTER D CLUSTER E CLUSTER F
In case of an equal number of shaded
hearts on several SHS tracks, you may
initially choose the General Academic
Strand (GAS) or Cluster G.

If you plan to go to college but do not

know which academic track to pursue, use ACCOUNTANCY, BUSINESS SCIENCE, TECHNOLOGY, HUMANITIES AND
AND MANAGEMENT ENGINEERING, AND SOCIAL SCIENCES
the Career Wheel as a reference to help MATHEMATICS
identify your preferred job based on your
talents, values, skills, and interests. Looking CLUSTER G
at the number of shaded hearts, identify
the top three clusters that interest you the
most. List five appealing jobs in each of the
clusters.
Cluster Potential Jobs

GENERAL ACADEMIC
 The Career Wheel

To help you decide on your future

career and your prospective Senior
High School track, here is the Career
Wheel which showcases the different
career pathways and the related SHS
tracks and strands. There are different
ways of using the Career Wheel. One
way is to look for your prospective
career options and corresponding SHS
tracks and strands. For example, if you
are interested in becoming an engineer,
one of your options is to take the SHS
Academic Track, particularly the STEM
strand.

Another way to use the wheel is to look

at the track or strand you are most
inclined to and see what career options
are available for you after SHS or
college. For example, if you are inclined
to take up the Arts and Design track,
you will see that you may work as a
draftsman or illustrator after SHS, or
put up a drafting business shop. Some
of the career options available for you
upon completion of college include
being an architect or an interior
designer.
TOOLKIT GUIDE
ACTIVITY

03
GOAL-SETTING
AND GROUNDING

TOOL 06: My Family and My Career Choices

TOOL 07: Personal Career Exploration
Mapping Tool
TOOL 08: Career Sector Exploration Sheet
TOOL 09: Career Pathways Action Plan

Access Your Allies

Choosing a career is often considered a major turning point in a young

adult’s life. Before heading towards this decisive phase, your students
should look into several factors that might affect their future career
choice. In the Filipino context, opinions and perspectives of family
members and close relatives matter in making career decisions.
Likewise, the economic status of the family and/or distant relatives,
who will support the students in pursuing their prospective careers, is
also being considered in making a career decision.
 ACTIVITY 03 GOAL-SETTING AND GROUNDING

TOOL
06 MY FAMILY AND MY CAREER CHOICES

Dear Parents (Minamahal na Magulang),

We believe that you have already started thinking Fold this paper in half and separate the columns. Ask
about the career choices of your child. However, your son or daughter to list three careers he or she
as an individual, your child has already made finds interesting. Without looking at the other
some choices, too. How do they compare? We column, write down three careers you think your
invite you to take this short and simple exercise child is well-suited for. Together, discuss the
that can help open discussion on career planning responses. (Itupi ang papel sa dalawang hanay.
with your child. (May naiisip na siguro kayo na Pasagutan ang kaliwang bahagi na nagtatanong sa
maaring maging propesyon o kurso na pwedeng anak ng tatlong kursong gusto niyang kunin.
kunin ng inyong anak ngunit dapat ninyong Pagkatapos, sagutan ninyo ang kanang bahagi ng papel
isaalang-alang na maaaring may naisip at napili na na nagtatanong sa magulang ng tatlong kurso na sa
ring kurso ang inyong anak. Inaanyayahan po palagay ninyo ay gusto ninyo at angkop para sa inyong
namin kayong makiisa sa gawaing ito, katuwang anak nang hindi nakikita ang kaliwang bahagi na
ang inyong anak upang mapag- usapan ang sinagutan ng anak. Pagkatapos, pag-usapan ang inyong
pagpaplano ng kurso at malaman kung mga sinulat na kasagutan.)
magkatugma ang inyong plano sa kursong gustong
kunin ng inyong anak.)
 STUDENT (ANAK) PARENT (MAGULANG)

What careers am I considering for the future? What best careers are likely suited for my
Why do I like these careers, or why do I think it child? Why do I think my child would be well-
would be the best fit for me? (Ano ang mga suited for the careers I listed? What factors
kursong gusto kong kunin? Bakit ko gusto ang did I consider in choosing these careers for
mga ito? Bakit ko masasabing bagay ang mga ito my son or daughter? (Ano ang mga kursong
sa akin?) angkop para sa aking anak? Bakit ko naisip na
ang mga ito ang bagay para sa aking anak?
Ano ang aking mga isinaalang-alang sa pagpili
ng kurso para sa aking anak?)

What have I learned from this activity? (Ano ang What have I discovered about my child after
natutunan ko sa gawaing ito?) doing this activity? (Ano ang nalaman o
natuklasan ko tungkol sa aking anak sa
gawaing ito?

26 MULTIPLE CAREER DEVELOPMENT PATHWAYS TOOLKIT

 ACTIVITY 03 GOAL-SETTING AND GROUNDING

TOOL
07 PERSONAL CAREER EXPLORATION MAPPING TOOL

Review your responses in Tools 05 and 06. Place your top three prospective careers in the circles and list the
related SHS tracks and strands for each. Then, on the space provided, briefly explain your reason/s in choosing
each career.

PROSPECTIVE CAREER #1 PROSPECTIVE CAREER #2 PROSPECTIVE CAREER #3

RELATED SHS TRACK AND STRAND: RELATED SHS TRACK AND STRAND: RELATED SHS TRACK AND STRAND:

I CHOSE THIS BECAUSE I CHOSE THIS BECAUSE I CHOSE THIS BECAUSE

MULTIPLE CAREER DEVELOPMENT PATHWAYS TOOLKIT 27

 Look at your top three prospective careers. Study the As you go through all the checklists, you may find that
checklists below. Each column presents a factor you some items have yet to be undertaken or attended
need to consider in making career decisions. Check ( to. Before making a decision on career plans, make
) the bullets that you feel describe your current sure that you have addressed these considerations.
situation or setting.

EDUCATION-RELATED COMMUNITY-RELATED
INTEREST, TALENTS AND FAMILY CAREER CAREER CHOICES
CAREER CHOICES
VALUES PROFILE CHOICES PROFILE PROFILE
PROFILE
I have consulted There are institutions I have already searched
My interests and talents
my family about my near my place that can for job opportunities for
match with my career
preferred career provide education and my prospective career
choices.
choices. training related to my pathways.
My values match with My family and relatives career options. There are available
my career choices. have expressed career opportunities in
The SHS track and
full support of my my community which
strand I prefer are
I have good grades in prospective career are related to my career
offered in a school close
subjects related to my pathways. choices.
to my residence.
chosen careers. My career choices
There are available
Our family and relatives will help improve
scholarship
can support my the condition of my
I have accomplished opportunities related to
education leading to community. I can serve
school activities and my career choices.
my prospective career my community through
projects related to my
choices. I have searched my career choices.
prospective career
online career planning
pathways. I have family members resources to look for I can identify prospective
who are already available schools related employers or work
I have concrete professionals in my to my career choices. opportunites connected
evidences like copies of chosen careers. to my career choices.
essays, term papers, and I have checked
research articles that are I can help my family in the profile of the There are many
related to my preferred the future through prospective schools possible occupational
career pathways. my career choices. or visited the schools I opportunities related to
prefer to enroll in. my career prospective.

28 MULTIPLE CAREER DEVELOPMENT PATHWAYS TOOLKIT

 ACTIVITY 03 GOAL-SETTING AND GROUNDING

TOOL
08 CAREER SECTOR EXPLORATION SHEET

Directions
< i
There are various ways to explore more information
about your potential careers. You can search for career
planning resources on the library or on the web. You
can also ask your relatives or friends who are in the
career you are interested in.
Explore the information you can derive from these
resources, then fill out the information below. Put your

sources on the top bar i , then write the information derived

(such as required skills, certifications, talents,
experiences, etc.) on the speech bubbles.
 Note

For books, specify the title and the author. For online resources, specify the name of the website and the URL address.
For resource persons, specify the full name, job title (occupation), and your relationship with the person.

< i < i
 ACTIVITY 03 GOAL-SETTING AND GROUNDING

TOOL
09 CAREER PATHWAYS ACTION PLAN

Skills Improvement Plan

Look into the skills required for the careers you want to pursue. Work with a family member, teacher, or
counselor to honestly assess the skills you still need to improve. Write the target skills you want to improve in the
light bulb, and list a strategy to learn or help strengthen these skills.

SKILL SKILL SKILL

I will improve this through I will improve this through I will improve this through
 Action Plan
TIP: It would be beneficial to have a back-up plan in place in
case your identified actions turn out to be difficult to implement
Identify potential problems in achieving your or need to be adjusted due to changes in circumstances. Such a
prospective career choices. Formulate an action back-up plan is known as a contingency plan.
plan on how to resolve these concerns.

I NEED TO IMPROVE ON I NEED TO IMPROVE ON I NEED TO IMPROVE ON

HOW WILL I IMPROVE ON THIS? HOW WILL I IMPROVE ON THIS? HOW WILL I IMPROVE ON THIS?

WHEN WILL I IMPROVE ON THIS? WHEN WILL I IMPROVE ON THIS? WHEN WILL I IMPROVE ON THIS?
TOOLKIT GUIDE
ACTIVITY CONNECTING THE

04
DOTS BETWEEN
EDUCATION AND
CAREER PATHWAYS
TOOL 10: Career Pathways Portfolio
TOOL 11: Career Study Planner
TOOL 12: Summary of My Career Pathways
TOOL 13: Multiple Career Development
Pathways Map

Taking Action

Career planning is a continuous process. Introducing the idea and

undergoing the process of career planning early on in your
students’ life journey will help them in making good career choices.
These choices are based on their inherent abilities and acquired
skills and values, coupled with the support of people close to them.

Later on in life, your students will be in the forefront of society

taking on different roles in their immediate communities. The value
of career choices that they make will greatly affect the quality of
work and socio-economic contributions they can provide to the
society.
 ACTIVITY 04 CONNECTING THE DOTS BETWEEN EDUCATION AND CAREER PATHWAYS

TOOL
10 CAREER PATHWAYS PORTFOLIO

The Career Pathways Portfolio is a

tool that will help you map out your EDUCATION AND
career plans. The information in your TRAINING

portfolio will serve as clear evidence

of your current skills and attributes The following are the specific junior high school subjects and activities that
could assist me in preparing for my preferred career:
which are helpful in career decision-
making. Periodically review your
Subjects Activities
portfolio in case you decide to
change your career goals. GR 7

GR 8
PERSONAL
QUALITIES GR 9

GR 10
The following are my positive
personal qualities that can help me Below are different assessments or tests, e.g., NCAE, I have taken to guide me in
succeed in my preferred career: selecting my career choices.

Name of Assessment Results

The following are professional
competencies required in my
preferred career:
 EDUCATION AND TRAINING (CONT.) OCCUPATIONAL
OUTLOOK

Tracks/Strands related to my chosen career (by priority)

The following describes the prospective labor market
1 2 3
demand (e.g., increasing, decreasing, no change) of my
chosen career:
In case I am interested in STEM, I have met the
minimum grade requirement (85%) for math and
science subjects. The following are the possible employers in my
community that hire people with education and training
The following are the prospective SHS schools I am related to my chosen career:
interested to enroll in:

What are the possible pathways available towards my

Name of School Address Track/Strand Offered
chosen career goal?

CAREER INFORMATION ATTACHMENTS

SOURCES
The following are the sources of information
that I used to draw up my career choice:
Together with this document, compile evidence of your
skills proficiency such as reports, articles, and
investigatory projects completed. Also, secure a copy of
Form 137 - Student’s Permanent Academic Record.
 ACTIVITY 04 CONNECTING THE DOTS BETWEEN EDUCATION AND CAREER PATHWAYS

TOOL
11 CAREER STUDY PLANNER

JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL COLLEGE PLAN WORK PLAN CAREER PLAN

I have excelled in the The track and strand I would The course I will take in The type of company I would The career I plan to pursue
following subjects like to take are college is like to work for is is

The activities that I need to

do in order to achieve this
The skills I have acquired career are
after completing Junior High I like this track and strand
School (e.g., National because
Certificate I, II) are

BUSINESS PLAN

The kind or field of

businesss
Am I going to proceed to My plan after Senior High I would like to pursue is
Senior High School? If not, School is
why? What is my plan after
Junior High School?
REMEMBER! Review your career goals
periodically and update your plan as
necessary when your career goal changes.
 ACTIVITY 04 CONNECTING THE DOTS BETWEEN EDUCATION AND CAREER PATHWAYS

TOOL
12 SUMMARY OF MY CAREER PATHWAYS

This tool will help you connect the dots between education and your preferred career pathways. Review your
responses in the previous tools. Create a summary of your preferred career pathways by completing the diagram
on the next page. Below is a sample summary of career pathways. You may create up to three career pathways.

SAMPLE SUMMARY OF CAREER PATHWAYS

What’s helping me to What’s stopping me

College or TVET
SHS Track/Strand Senior High School achieve this goal? from achieving this Career Choice
School
goal?

Jose Rizal High Andres Bonifacio Geographical

Arts and Design Supportive family Composer
School Colleges location
 What’s helping me to What’s stopping me
College or TVET
SHS Track/Strand Senior High School achieve this goal? from achieving this Career Choice
School
goal?
 ACTIVITY 04 CONNECTING THE DOTS BETWEEN EDUCATION AND CAREER PATHWAYS
MULTIPLE CAREER DEVELOPMENT
13
TOOL
PATHWAYS MAP

The diagram on the next page illustrates a sample of multiple pathways leading towards a career goal of
becoming a police officer. From this illustration, you will realize that there are several ways to achieve your
career goals, i.e., different senior high school tracks or several options to prepare you for your chosen career
after high school. These options include planning for college, employment, entrepreneurship, training, and
other professional development opportunities. This activity will help you identify your options, carry out
your plans, and keep track of your career goal.

Directions

Using the diagram on the next page as reference, plot out the steps for each alternative pathway from junior
high school up to the stage when you reach your career goal. Include the target timeframe (e.g. number of
years) for each path that you might have to take in the future until you reach your career goal.
 SENIOR HIGH WORK (AM)
SCHOOL - TVL COLLEGE (PM)
Two years Five to six years

JUNIOR HIGH
SCHOOL SENIOR HIGH CRIMINOLOGY TRAINING
Four years SCHOOL - HUMSS Four years One year
Two years POLICE OFFICER

This is Dexter, a Grade 10 learner, who dreams

of becoming a police officer. The different paths

( , , ) show the various career

development pathways that Dexter can pursue to
SENIOR HIGH WORK (AM) achieve his goal.
SCHOOL - TVL BUSINESS (PM)
Two years Three years