Abstract
In the early 2010 s, the Philippines was 1 of 3 countries only providing basic education through grade 10. Compulsory education was expanded to grades 11 and 12 with specialized tracks to develop college and career readiness. This study examines collaboration between the K-12 and postsecondary education sectors on senior high school technical-vocational tracks in the Philippines. Findings indicate that much less collaboration occurred in practice than intended. Yet the reform benefitted from several boundary practices around student access to technical-vocational tracks, student opportunities for hands-on training experience, and professional development for high school teachers in collaboration with technical vocational institutions.
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