05/09/2026
Ａ ＤＥＣＡＤＥ ＯＦ ＳＫＩＬＬＳ， ＤＥＤＩＣＡＴＩＯＮ，
ＡＮＤ ＯＰＰＯＲＴＵＮＩＴＹ
The BPP NC II Training and Assessment for Term 1 was not an easy journey. It was postponed several times because of the month-long rains and class suspensions. Yet, despite the unfavorable weather, the training continued. There were days when we had to brave the rain simply to make sure that learners would still have the opportunity to complete their training and prepare for the competency assessment.
This was more than just another school activity.
BPP NC II has been conducted since March 2016. This is the 21st BPP assessment to date. For ten years, this activity has helped learners acquire practical skills, earn a nationally recognized certification, and open opportunities for employment, livelihood, entrepreneurship, and further skills development.
For the past decade, BPP NC II training has often been conducted during weekends and holidays because the required hands-on training takes around 4–6 hours or more to complete. Such activities cannot simply be squeezed into an ordinary class period without affecting the delivery of the regular curriculum. Trainers have willingly extended their time, effort, and expertise because they understood that skills training requires practice, repetition, coaching, and actual performance. They do this not because they are required to, but because they believe in what their learners can become.
And now, with the implementation of the new policy prohibiting school activities during weekends and holidays, coupled with the limited time available within the instructional block and an already jampacked end-of-term schedule, we cannot help but ask:
𝐖𝐡𝐞𝐫𝐞, 𝐭𝐡𝐞𝐧, 𝐰𝐢𝐥𝐥 𝐰𝐞 𝐟𝐢𝐧𝐝 𝐭𝐡𝐞 𝐭𝐢𝐦𝐞 𝐧𝐞𝐞𝐝𝐞𝐝 𝐟𝐨𝐫 𝐦𝐞𝐚𝐧𝐢𝐧𝐠𝐟𝐮𝐥 𝐬𝐤𝐢𝐥𝐥𝐬 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠, 𝐫𝐞𝐩𝐞𝐚𝐭𝐞𝐝 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐞, 𝐜𝐨𝐚𝐜𝐡𝐢𝐧𝐠, 𝐜𝐨𝐦𝐩𝐞𝐭𝐢𝐭𝐢𝐨𝐧𝐬, 𝐚𝐧𝐝 𝐜𝐨𝐦𝐩𝐞𝐭𝐞𝐧𝐜𝐲 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬?
Skills cannot be developed overnight. They require time, hands-on practice, repetition, guidance, and perseverance. If the available time is already fully consumed by regular instruction and the end-of-term schedule leaves little room for additional training, when and how can we provide learners with the opportunities they need to develop and demonstrate their skills?
𝐈𝐟 𝐭𝐡𝐞𝐫𝐞 𝐢𝐬 𝐧𝐨 𝐬𝐮𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭 𝐭𝐢𝐦𝐞 𝐭𝐨 𝐭𝐫𝐚𝐢𝐧 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬, 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐞 𝐬𝐤𝐢𝐥𝐥𝐬, 𝐜𝐨𝐚𝐜𝐡 𝐜𝐨𝐦𝐩𝐞𝐭𝐢𝐭𝐨𝐫𝐬, 𝐫𝐞𝐡𝐞𝐚𝐫𝐬𝐞 𝐩𝐞𝐫𝐟𝐨𝐫𝐦𝐞𝐫𝐬, 𝐨𝐫 𝐩𝐫𝐞𝐩𝐚𝐫𝐞 𝐟𝐨𝐫 𝐜𝐨𝐦𝐩𝐞𝐭𝐞𝐧𝐜𝐲 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬, 𝐡𝐨𝐰 𝐜𝐚𝐧 𝐭𝐡𝐞 𝐓𝐕𝐋/𝐓𝐞𝐜𝐡𝐏𝐫𝐨 𝐜𝐨𝐧𝐭𝐢𝐧𝐮𝐞 𝐭𝐨 𝐟𝐮𝐥𝐟𝐢𝐥𝐥 𝐢𝐭𝐬 𝐩𝐮𝐫𝐩𝐨𝐬𝐞?
This concern goes beyond BPP.
Learners have different abilities, interests, talents, and ways of learning. Some may excel in academics, while others shine in practical skills, sports, music, arts, leadership, entrepreneurship, and other practical fields. If we focus only on academic achievement, we may unintentionally overlook learners whose strengths are expressed in other forms.
These learners also deserve opportunities to discover what they are good at, develop confidence, experience success, and demonstrate that they are capable of achieving something meaningful.
Holistic education means creating opportunities for different kinds of learners to succeed.
This is why activities such as skills competitions, academic competitions, sports, performing arts, clubs, organizations, leadership activities, community extension programs, and other co-curricular and extra-curricular activities matter. These experiences develop competencies that cannot always be measured through written examination such as teamwork, communication, discipline, creativity, leadership, responsibility, resilience, problem-solving, confidence, and perseverance.
Teacher welfare is equally important. Teachers need time to rest, spend time with their families, and maintain a healthy balance between their professional and personal lives. Policies that protect teachers from excessive demands are necessary and welcome.
But we must also recognize the teachers who voluntarily go beyond what is expected because they want to give learners opportunities that the regular classroom schedule cannot provide.
There is a difficult question here:
𝐈𝐟 𝐭𝐡𝐞𝐫𝐞 𝐢𝐬 𝐧𝐨 𝐭𝐢𝐦𝐞 𝐭𝐨 𝐭𝐫𝐚𝐢𝐧, 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐞, 𝐜𝐨𝐚𝐜𝐡, 𝐫𝐞𝐡𝐞𝐚𝐫𝐬𝐞, 𝐚𝐧𝐝 𝐩𝐫𝐞𝐩𝐚𝐫𝐞 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬, 𝐬𝐡𝐨𝐮𝐥𝐝 𝐰𝐞 𝐬𝐢𝐦𝐩𝐥𝐲 𝐚𝐛𝐨𝐥𝐢𝐬𝐡 𝐚𝐥𝐥 𝐜𝐨𝐦𝐩𝐞𝐭𝐢𝐭𝐢𝐨𝐧𝐬, 𝐞𝐱𝐭𝐫𝐚-𝐜𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐚𝐫 𝐚𝐜𝐭𝐢𝐯𝐢𝐭𝐢𝐞𝐬, 𝐬𝐤𝐢𝐥𝐥𝐬 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐢𝐧𝐢𝐭𝐢𝐚𝐭𝐢𝐯𝐞𝐬, 𝐚𝐧𝐝 𝐬𝐢𝐦𝐢𝐥𝐚𝐫 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬?
Of course, that should not be the answer.
Perhaps what we need is not a choice between teacher welfare and learner development, but a system that protects both.
𝐀𝐍𝐃 𝐓𝐎𝐃𝐀𝐘, 𝐖𝐄 𝐒𝐀𝐖 𝐖𝐇𝐘 𝐓𝐇𝐄 𝐄𝐅𝐅𝐎𝐑𝐓 𝐖𝐀𝐒 𝐖𝐎𝐑𝐓𝐇 𝐈𝐓.
After all the postponements, the rain, the class suspensions, the adjustments, the long hours of training, and the countless hours spent practicing and preparing, the BPP NC II assessment finally commenced today.
𝐀𝐧𝐝 𝐭𝐡𝐞 𝐦𝐨𝐬𝐭 𝐫𝐞𝐰𝐚𝐫𝐝𝐢𝐧𝐠 𝐩𝐚𝐫𝐭?
𝐀𝐋𝐋 𝐓𝐑𝐀𝐈𝐍𝐄𝐄𝐒 𝐖𝐄𝐑𝐄 𝐃𝐄𝐂𝐋𝐀𝐑𝐄𝐃 𝐂𝐎𝐌𝐏𝐄𝐓𝐄𝐍𝐓!
That single word"𝐂𝐎𝐌𝐏𝐄𝐓𝐄𝐍𝐓" carries so much meaning.
Behind every successful trainee is a story of perseverance, practice, mistakes, corrections, patience, and determination. Behind every result is the commitment of trainers, parents, and everyone who helped make the training possible.
And perhaps this is what we should never lose sight of.
The smile of a learner who has finally proven that they are competent.
That smile is not simply about passing an assessment. It is the smile of someone who has discovered that their skills have value. It is the smile of someone who now has another qualification, another opportunity, and another possible pathway toward employment, livelihood, or entrepreneurship.
𝐓𝐡𝐢𝐬 𝐦𝐚𝐲 𝐛𝐞 𝐭𝐡𝐞 𝐥𝐚𝐬𝐭 𝐭𝐢𝐦𝐞 𝐰𝐞 𝐬𝐞𝐞 𝐬𝐨𝐦𝐞 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐬𝐦𝐢𝐥𝐞 𝐚𝐟𝐭𝐞𝐫 𝐫𝐞𝐜𝐞𝐢𝐯𝐢𝐧𝐠 𝐭𝐡𝐞𝐢𝐫 “𝐂𝐎𝐌𝐏𝐄𝐓𝐄𝐍𝐓” 𝐫𝐞𝐬𝐮𝐥𝐭.
Not because they are incapable.
Not because they lack talent.
𝐁𝐮𝐭 𝐛𝐞𝐜𝐚𝐮𝐬𝐞 𝐢𝐟 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐚𝐧𝐝 𝐭𝐢𝐦𝐞 𝐟𝐨𝐫 𝐬𝐤𝐢𝐥𝐥𝐬 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠 𝐚𝐫𝐞 𝐧𝐨 𝐥𝐨𝐧𝐠𝐞𝐫 𝐚𝐯𝐚𝐢𝐥𝐚𝐛𝐥𝐞, 𝐡𝐨𝐰 𝐜𝐚𝐧 𝐰𝐞 𝐜𝐨𝐧𝐭𝐢𝐧𝐮𝐞 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐢𝐧𝐠 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐰𝐡𝐨 𝐡𝐚𝐯𝐞 𝐭𝐡𝐞 𝐩𝐨𝐭𝐞𝐧𝐭𝐢𝐚𝐥 𝐭𝐨 𝐞𝐱𝐜𝐞𝐥 𝐢𝐧 𝐭𝐞𝐜𝐡𝐧𝐢𝐜𝐚𝐥-𝐯𝐨𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐟𝐢𝐞𝐥𝐝𝐬?
The Pink Plate has also been an important part of this journey. Its officers and members have assisted during BPP NC II training and assessment activities, providing support while developing their own leadership, communication, teamwork, mentoring, organizational, and interpersonal skills.
They were not simply helping with an activity.
They were learning by serving and leading.
The impact of BPP NC II can also be seen beyond the school. Some of our former learners who earned their NC II certifications are now using their skills and qualifications for employment, livelihood, entrepreneurship, and other opportunities. Their certification became more than a piece of paper, it became a tool that helped open doors.
That is the true value of technical-vocational education.
So, as we protect teachers, let us also make sure that we do not unintentionally close the doors of opportunity for learners.
Protect the teachers.
Protect their time.
Protect their well-being.
But at the same time:
Protect the learners' opportunities.
Protect their talents.
Protect their dreams.
Protect their chance to become competent.
Because education should not only produce learners who can pass examinations. It should also develop skilled, confident, creative, responsible, resilient, and capable individuals who can find their place in the world.
𝐁𝐮𝐭 𝐛𝐞𝐜𝐚𝐮𝐬𝐞 𝐢𝐟 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐚𝐧𝐝 𝐭𝐢𝐦𝐞 𝐟𝐨𝐫 𝐬𝐤𝐢𝐥𝐥𝐬 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠 𝐚𝐫𝐞 𝐧𝐨 𝐥𝐨𝐧𝐠𝐞𝐫 𝐚𝐯𝐚𝐢𝐥𝐚𝐛𝐥𝐞, 𝐡𝐨𝐰 𝐜𝐚𝐧 𝐰𝐞 𝐜𝐨𝐧𝐭𝐢𝐧𝐮𝐞 𝐝𝐞𝐯𝐞𝐥𝐨𝐩𝐢𝐧𝐠 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐰𝐡𝐨 𝐡𝐚𝐯𝐞 𝐭𝐡𝐞 𝐩𝐨𝐭𝐞𝐧𝐭𝐢𝐚𝐥 𝐭𝐨 𝐞𝐱𝐜𝐞𝐥 𝐢𝐧 𝐭𝐞𝐜𝐡𝐧𝐢𝐜𝐚𝐥₋𝐯𝐨𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐟𝐢𝐞𝐥𝐝𝐬?
𝙏𝙤𝙙𝙖𝙮, 𝙖𝙡𝙡 𝙤𝙪𝙧 𝙩𝙧𝙖𝙞𝙣𝙚𝙚𝙨 𝙬𝙚𝙧𝙚 𝙙𝙚𝙘𝙡𝙖𝙧𝙚𝙙 𝘾𝙊𝙈𝙋𝙀𝙏𝙀𝙉𝙏. 𝙏𝙤𝙙𝙖𝙮, 𝙬𝙚 𝙬𝙞𝙩𝙣𝙚𝙨𝙨𝙚𝙙 𝙩𝙝𝙚 𝙨𝙢𝙞𝙡𝙚𝙨 𝙩𝙝𝙖𝙩 𝙢𝙖𝙙𝙚 𝙚𝙫𝙚𝙧𝙮 𝙝𝙤𝙪𝙧 𝙤𝙛 𝙩𝙧𝙖𝙞𝙣𝙞𝙣𝙜, 𝙚𝙫𝙚𝙧𝙮 𝙖𝙙𝙟𝙪𝙨𝙩𝙢𝙚𝙣𝙩, 𝙖𝙣𝙙 𝙚𝙫𝙚𝙧𝙮 𝙚𝙛𝙛𝙤𝙧𝙩 𝙬𝙤𝙧𝙩𝙝𝙬𝙝𝙞𝙡𝙚.
And after ten years of BPP NC II training and assessment since March 2016, we cannot help but hope that this is not the end of a journey that has given so many learners a chance to become certified, skilled, and empowered.
Ten years of training.
Ten years of dedication.
Ten years of sacrifice.
Ten years of producing NC II passers.
Ten years of opening doors.
𝐌𝐚𝐲 𝐭𝐡𝐢𝐬 𝐛𝐞 𝐧𝐨𝐭 𝐭𝐡𝐞 𝐥𝐚𝐬𝐭.
𝐌𝐚𝐲 𝐭𝐡𝐞𝐫𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞 𝐭𝐢𝐦𝐞 𝐭𝐨 𝐭𝐫𝐚𝐢𝐧.
𝐌𝐚𝐲 𝐭𝐡𝐞𝐫𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐭𝐨 𝐥𝐞𝐚𝐫𝐧.
𝐀𝐧𝐝 𝐦𝐚𝐲 𝐭𝐡𝐞𝐫𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞 𝐚 𝐫𝐞𝐚𝐬𝐨𝐧 𝐟𝐨𝐫 𝐨𝐮𝐫 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐭𝐨 𝐬𝐦𝐢𝐥𝐞 𝐚𝐧𝐝 𝐬𝐚𝐲: “𝐈 𝐚𝐦 𝐂𝐎𝐌𝐏𝐄𝐓𝐄𝐍𝐓.”
