Experiences in Teaching Home Economics (Cookery NC II) Towards a Contextualized Teaching Guide

This study investigates the experiences and challenges of students and teachers in Cookery NC II training, emphasizing competency-based education, industry alignment, and the role of technical-vocational programs in preparing learners for employment. It examines emerging trends in culinary education, including the integration of technology, sustainability practices, and food innovation, alongside persistent gaps between training delivery and industry expectations. Students often struggle to adapt to the fast-paced and demanding environment of professional kitchens. At the same time, teachers face difficulties keeping up with evolving culinary trends and ensuring the development of both technical and soft skills. Inconsistencies in training facilities, standardized assessments, and industry linkages further contribute to uneven learning outcomes. Using a qualitative approach, this study captures first- hand accounts from both students and teachers to identify factors influencing skill development in diverse contexts, including urban and rural settings. Findings will inform the creation of a structured skill enhancement guide aligned with TESDA standards, incorporating global best practices such as mentorship programs, competency-based assessments, and real-world kitchen exposure. The guide aims to bridge competency gaps, standardize training practices, and improve student preparedness for employment or entrepreneurship. By documenting lived experiences, the research fills gaps in existing literature that often overlook the process of skill acquisition in favor of outcome-based evaluations. Ultimately, the study seeks to strengthen Cookery NC II programs, ensuring graduates are competitive, adaptable, and industry-ready in both local and global culinary markets.