This action might not be possible to undo. Are you sure you want to continue?
GRADUATE TRACER STUDY (GTS) OF BATCH 2010 OF PHILIPPINE COLLEGE OF CRIMINOLOGY BACHELOR OF SCIENCE IN CRIMINOLOGY
A Thesis Presented to the Faculty Philippine College of Criminology
In Partial Fulfillment Of the Requirements in Criminological Research and Statistics Leading to the Degree Bachelor of Science in Criminology
By GROUP 2, Section 4-A1
GENEVA NACIONALES LICUDINE FELIX ZAMORA CAMERINO JR RODEL LAGO DEODATO DANILO RUBILLOS LEVITE JR ROSEMARIE FRANCISCO RESPICIO
This thesis entitled “GRADUATE TRACER STUDY OF BATCH 2010 OF THE PHILIPPINE COLLEGE OF CRIMINOLOGY, BACHELOR OF SCIENCE IN CIRMINOLOGY” prepared and submitted by Group 2, Section 4-A1, in partial fulfillment of the requirements for the degree of Bachelor of Science in Criminology has been examined and is recommended for FINAL DEFENSE. PROF. VIRGILIO A. BERINGA, JR. Adviser
Approved in partial fulfillment of the requirement in Criminology 6 for the degree of Bachelor of Science in Criminology by Examination Committee with a grade of ________. RAUL B. BOLANTE, Ph.D. Chairman
DIOSDADO A. AMANTE Member
JOHN ROMER L. VENTURILLO Member
Accepted and approved as partial fulfillment of the requirements for the degree Bachelor of Science in Criminology. ATTY. RAMIL G. GABAO Dean, College of Criminology
ACKNOWLEDGEMENT The researchers want to acknowledge with sincere gratitude all the people who have their heart whelming full of support and understanding in making this thesis a success. The researchers acknowledge the support and help of their adviser Professor Virgilio A. Beringa,Jr., for his patience and encouragement to complete this research. To their thesis professor Dr. Diosdado A. Amante, for being there to teach the researchers things not only about their studies but also the things that were very helpful in order to finish this study. To God the father of all, for the strength that keep the researchers standing and for the hope that keep them believing that this affiliation would be possible and more interesting. The researchers would also want to thank their family who inspired, encouraged and fully supported them for every trial that came in their way and in giving them not just financial but moral and spiritual support.
GNL FZCJR RLD DRLJR RFR
GNL FZCJR RLD DRLJR RFR . encouragement and most importantly for their financial assistance because of their support this research made possible. DEDICATION The researchers would like to dedicate this manuscript to all B.S. for them to use as their guide or reference for the next level of their study. Criminology students. To all the researchers’ parents for their understanding. And finally to all the researchers’ friends who gave them the encouragement to finish this research.
........................................................................................................................................................................................................................... LISTOF FIGURES .......................... TITLE PAGE ........................................ Statement of the Problem ..................................................... Conceptual Framework .................................................... Setting of the study .................................. 1 1 4 9 10 ....... LIST OF TABLES ........... TABLE OF CONTENTS ......................................... i ii iii iv v vi vii viii CHAPTER 1 THE PROBLEM AND ITS SETTING ............................................................................................................................................................................................ ACKNOWLEDGEMENT ............................................ APPROVAL SHEET ................................................................................................................ DEDICATION ......................... Introduction .................................................................................................................................................................... TABLE OF CONTENTS PAGE ABSTRACT ..............
.......................................................... 12 15 16 18 19 19 19 22 25 26 30 37 38 38 39 39 40 ............... Significance of the Study .............................................................................................................................................................................................................................................................. Data Gathering Instruments .................................. Respondents of the Study..................................... Scope and Delimitations of the Study ..................................................................................................... Methodology Research ......................................................................... Foreign Literature ............................................................ Definition of Terms ... Related Studies ....................................... Relevance of the Reviewed Literature and Studies ........................... Foreign Studies ................................................ Sampling Scheme ...................... 2 REVIEW OF RELATED LITERATURE AND STUDIES ........................................................................................................ Local Studies ........................................................................................... 3 METHODOLOGY AND RESEARCH DESIGN ........................................ Local Literature .................................. Related Literature ...... Acronyms ..
............. APPENDICES ......................... CURRICULUM VITAE ......................... INTERPRETATION AND ANALYSIS OF DATA ............................................................................. Sub-problem No...... 2 .. Sub-problem No................................................................................................................................ The Survey Questionnaire ........... BIBLIOGRAPHY .................. Data Gathering Procedures ................................ 4 PRESENTATION................................................... 41 41 42 44 44 48 59 70 74 77 81 83 85 91 91 92 97 ..... Sub-problem No................................................................................................................................ 3 ........................................................ 1 ................................................................ Sub-problem No................................................................................ Conclusions ..................................................................................................................................... 5 SUMMARY.................. Recommendations ............................................................... Letter Request to Field Survey Questionnaire ................................................................................................... B..... Validation of the Instruments ........ Summary of Findings .................................................. Statistical Treatment of Data..... A........ CONCLUSIONS AND RECOMMENDATION....... 4 ................
......... .. C............................. E........................ A... B.................... Geneva Nacionales Licudene .... Rodel Lago Deodato ..... Felix Zamora Camerino...................................... Danilo Rubillos Levite........................................................................... Jr............................... D...... Rosemarie Francisco Respicio .............................................. Jr...... 97 99 101 103 105 ..... ............................
................................................................................................................................ 6 Region of Origin (Birth Place) ..... LIST OF TABLES Table 1 Distribution of Respondents Relative to the Number of Graduates ...... 7 Ethnic Group ............................................ 3 Age Bracket ............................................................................................................. 8 If Enrolled in another Degree Program ........... 13 On Scholarship ................... 2 Gender ..... Criminology ............. 5 City of Residence .......... 10 Professional Licensure/Eligibility Examinations Passed .................................................................................................................................. 9 If Pursuing Additional Training/Advance Studies .............................. Criminology ................................ 15 Competencies Learned in College Found Useful on the First Job ....S........... Page 39 44 45 45 46 47 48 50 50 51 53 54 55 56 58 .... 14 Reason for Taking up B............................................................................................ 11 Enrolment Status during Tenure at PCCR ........ 12 Duration to Complete B....................................... 4 Marital Status ......................................................................................S..............................
.................... 21 Job Level Position at Present Job ..................... 24 Reasons for Accepting First Job ................................................. 30 Suggestion to Further Improve PCCR BS Criminology Curriculum ............................................................... 27 Reasons for Staying on the Job at First Job .. 17 Reasons Why (If not employed) ..................... 28 Reasons for Leaving First Job ................. 26 Length of Stay at First Job ................................................................................................. 22 How First Job was Found .. 16 Presently Employed ................................................................ 19 Major Line of Business (of employer)......................................................... 25 Initial Gross Monthly Earning in First Job.................................... 18 Present Employment Status ................... 29 Gross Monthly Earning at Present Job ..................................................................................................................... 61 61 62 63 64 64 65 66 66 67 68 68 69 70 71 ................ 23 How long it took to Land First Job ............................................. 20 Gross Monthly at Present Job ..............................................................................................................................................
........................... LIST OF FIGURES Figure 1 Map of Mega Manila ........... Page 8 9 ...................... 2 Conceptual Framework Showing the Variables of the Study ............................
P a g e | 1 CHAPTER 1 The Problem and its Setting Introduction In today's ever-changing economy and highly competitive labor market. according to Krahn (1997) is a key contributor to aggregate economic growth and improved labor outcome for individuals. expect the development thereof through education. the acquisition of general employability skills contribute to personal development. In other words. Economic development of a nation is one of the products . the Philippine school system is failing to prepare and train students to acquire employability skills that employers expect of workers and which they. the employers. through improved participation in society and professionally. Lowe and Schellenby (2001) alluded to the fact that. Employability. This is because the success of the country in terms of economic stability and progress is highly dependent on the quality of its manpower resources. the Philippine school system is challenged to produce appropriately educated college graduates necessary to ensure continuity in the country’s development. at an individual level. that college education is seemingly lacking: there is a significant supply of professions but a shortage of graduates with applicable or related skills and/or education. in relation to favourable labor market outcomes and earnings. There is a general belief that citizens are the most essential assets of every nation in the world. It appears however.
develops and catalyzes the constructive and productive use of the full potentials of Filipino men and women into becoming a creative. says that "the environment of freedom. while the CHED is mandated to monitor compliance of higher educational institutions (HEls) to standards set forth by the Commission for tertiary level. Education is the key towards progress as it hastens power to liberate citizens from the grips of illiteracy. decisive. P a g e | 2 of having educated citizens. the current state of higher education in the Philippines (2000-2005). which states that "the state shall protect and promote the right of all citizens to quality education at all levels and shall take the appropriate steps to make education accessible to all". A report by (CHED) or. critically thinking and acting . The more and the better educated people are the greater the chances of economic development. is aware that it is also the best escape route from poverty. excellence and relevance on higher education harnesses. which is why one of the basic thrusts of every country is to provide quality education to its citizens. The DepEd is in charged with the overseeing of schools at elementary and secondary level. These two government agencies are tasked to oversee the performance of educational institutions in the country. Commitment to education is clearly demonstrated under Section 1 of Article 14 of the Philippine Constitution. ignorance and poverty. being one of the under developed countries in Asia. The Philippines. competitive. The Department of Education (DepEd) and the Commission on Higher Education (CHED) serves the vehicles of the state in fulfilling this. The government is fully aware of this fact.
” This prompted the filing of a bill (Senate Bill No. lack of job opportunities and brain drain." These premises banked on the vital importance of education in general and the value of higher education in particular. . 2000 digest). bilingualism and triangulism. there are some issues and problems in education which are still existing: "The proliferation of substandard programs in school offerings. 2091) titled “The National Career Assessment Examination Act” (NCAE). However. P a g e | 3 individuals who will contribute to the attainment of political maturity. as further identified by CHED (CHED. the non-responsiveness of college programs to national and regional development needs. economic stability and equitable social progress of the nation. as indicated by Senator Francis Escudero: “The government needs to institute a redirection of skills development program for its college students to address rising unemployment. the poor performance of graduates in the licensure examinations. and governance which include the competition and duplication of program offerings between and among public private colleges and the highly autonomous nature of the state college universities due to their respective charters" Moreover. in a Philippine Star article titled “Gov’t needs to redirect skills dev’t program to address unemployment. Its aim is to institutionalize a mechanism for providing a redirection of skills development program by way of harmonizing and matching the supply of post-secondary graduates with the demand of the country’s job market. Escudero says”. dated March 10. Philippines. 2012.
This tracer study for PCCR criminology graduates from academic year 2010 provides feedback to the schools as to the employment status of their graduates particularly in various field of law enforcement such as the Philippine National Police. It is therefore imperative that higher learning institutions should tailor their curricular offerings towards the trends of economy. Philippine College of Criminology (PCCR) as pioneering criminology school in the Philippines has to face the challenge of . Bureau of Jail Management and Penology. to make these relevant and responsive to the needs and demands of the labor market. The measure of success of any higher learning institutions is the employability of its graduates in line with the preparation and training they received from the school. police performance. Setting of the study The study was conducted in the Philippine College of Criminology (PCCR).000 new graduates are expected to join the labor market on top of some 564.000 previous graduates who are still looking for jobs. Bureau of Correction. more than 700. The Philippine College of Criminology was founded by the late Supreme Court Justice Felix Angelo Bautista in answer to public clamor of the need to update. Industrial Security and in the private sectors. Bureau of the Fire Protection. It is the duty of every institution of learning to provide the best education to its students. National Bureau of Investigation. P a g e | 4 It was also noted that according to the latest data from CHED and DOLE.
Cruz. offering a fourth year course leading to the degree of Bachelor of Science in Criminology (BS-Crim. Later the school came to be known as the Philippine College of Criminology. Ballistics. Dactyloscopy. Eduardo J. Manila after his death on April 12. United Kingdom and other standards recommended by the international society of Criminology. 1956 the Philippine College of Criminology was already. As of June 11.. are modified to suit the standard requirements of the police. The administration and supervision is under the educators incorporated with the object maintaining an adequate system of education and Scientific Crime Detection. and through his wise and superior strategic management.). 1990. however. which was located at 641 Sales St. . 1954. the school ultimately achieved its goal that of being a prestigious and world class criminology school. Bautista caused the gradual but steady progress of the school. These. P a g e | 5 maintaining this reputation. NBI. This institution was named Plaridel education institution. NISA and NAPOLCOM. Among the subjects offered in its baccalaureate program were Police Science or Criminalistics (which include Questioned Documents. his son. Investigative Photography. Sta. The curriculum is patterned after the leading curricula of the Criminology School and Universities of the United State. The Philippine College of Criminology is the first institution of Scientific Crime Detection and Police Science in the Philippines. It was the late Supreme Court Justice Felix Angelo Bautista who established the first school of criminology in the Philippines on June 1.
The institution that was once regarded as the pioneering school in criminology education is facing a great challenge of continuing its legacy to the next generation. 1983 the Philippine College of Criminology was authorized by the government to offer its post-graduate criminology program leading to the degree of Doctor of Philosophy in Criminology. the top brass in the Philippine National Police and other law enforcement agencies are composed of the graduates. 1972. and Criminal Investigation). This holds true also to the curriculum offering of PCCR. A graduate of criminology is expected to be prepared for careers in crime prevention. The school is responsible for molding the students to be efficient effective professionals in the fields of criminology. and correctional administration. and what might have been effective and in demand several years ago may no longer be applicable to our present times. law enforcement. 1961. Today. the student population of the graduate school grew tremendously. Crim. Later on July 31. it offered a two years graduate program leading to the degree of Master of Arts in Criminology (M. PCCR has been helpful and beneficial to its alumni of several decades ago. On April 30.A. and the acquire liberal arts subjects for the two (2) years in college. public safety and . P a g e | 6 Polygraphy. However education is quite dynamic. with the government recognition for its first year in the Master’s program. the Philippine College of Criminology began to offer posts graduate courses in criminology. law enforcement. to mention a few. In June 12. law.). scientific crime detection.
P a g e | 7 criminal justice. Mandaluyong. Caloocan. Marikina. The study was conducted in Manila. it is necessary for the institution to keep track of its graduates so that the college is kept up to date of the changing times. These graduates fill in the employment demands of industries in the country as well as abroad thus. There are also respondents from several mega Manila locations: Rizal (Antipolo City). Taguig. and Valenzuela. the graduates employments status and the income level of new graduates. Navotas. namely: Manila. Pasay City. . And a few of parameters in knowing whether a school is still effective in delivering quality education to its students are the performance of its graduate in the professional board examinations. Quezon City. which composes of various cities. Makati. Malabon. PCCR produce the highest number of graduates from among the 355colleges and universities which offer criminology program throughout the country. Batangas and Bulacan. as the respondents came from the National Capital Region (NCR): Figure 1 shows the map of NCR where selected respondents of Philippine College of Criminology graduates are residing.
P a g e | 8 Manila Figure 1 Map of Mega Manila .
what causes the change is the proce e s ess. in th case. s d es boxes (proc cessing ele ements) con nnected by inputs an outputs. In the IPO model a process is viewed as a serie of l. the recomm and mendations s. th input is the statem his he ment of the problem ( e (SOP). (Harris & Taylo 1997) Fl p or. P a g e | 9 Conceptual Framewo C l ork The Input-Proce ess-Output (IPO) Mod will be used as t del the Conceptual Framework for this stu F udy. INPUT I PROCES SS OUTPUT • Statement of the Problems o • Questionnaire/Survey • Recom mmendations Figure 2 Conceptua al Framework k Showing the e Paradigm of f the Study . a output. what co omes out is the outpu In s ut. the process is the s questionnair re/survey. 1997) Wha goes in is the s at s often used to represen the proce nput. low charts and proces diagrams are ss s t nt ess. Informatio or y nd on material obje m ects flow th hrough a se eries of task or activities based o a set of rules ks on or decision points. (Harris & Taylor.
this graduate tracer study sought answers to the following questions: 1. Region of origin.6 Gender. professional licensing qualifications and competencies of the respondents in terms of: 2.1 2.3 2. . What are the educational.1 Reasons for pursuing advance studies 2. What are the biographic characteristics of PCCR graduates with regard to: 1.5 1. Specifically.2. Age bracket.2 1.4 Professional licensure/eligibility examinations passed. and relevance of PCCR curriculum and student's competency received from the institution according to the current trends and demand in the employment sector. 2.1 1.4 1. Training/advance studies. Marital status. City of residence. and Ethnic group? 2. training.3 1.2 Whether currently enrolled in another degree program. their statuses. Enrolment situation during tenure at PCCR. P a g e | 10 Statement of the Problem This study was geared towards finding the employability status of graduates of the Philippine College of Criminology based on their employment.
3 Current employer.S.2 How long did it take to land their first job.5 Whether respondent was on a scholarship and if so.2.4 If a transferee.1 Regular or irregular.1 How found. 3. 3.1 If self-employed.4. 3. school transferred from. 3.1 Industry.1.S. 2.3 Income level. 3.6 Reasons for pursuing B. 3. Criminology.1 Reasons why if not yet employed 3. 2.4.3 Duration to complete B. what type of scholarship 2.2 Place of work. and Competencies learned in college found to be useful on the first job 3.4. Criminology. and 3.4.4 Job level position. P a g e | 11 2.4 First job.3. 3. and 2.3.2 Session and section. skills learned in college they are able to apply 3.4. 3. What is the employment status of respondents in terms of: 3.3.1 Whether currently employed.4. 2.5 2.4.2 Present employment status.3. .
7 Reasons for staying on the job at first job. and 3. It is necessary to find out whether they are employed. this study was geared towards finding the weaknesses and strengths of PCCR curriculum through the performance of graduates in the board examination and the academic adequacy preparation of students.4.4.4. what these graduates are doing and in what ways the school helped them in their present employment are valuable information in determining whether or not the school is achieving its goal of providing quality education. 3.S.5 Job level position. Criminology curriculum Significance of the Study One of the important ways of evaluating the effectiveness of an educational institution is to keep track of its graduates.3 Reasons for accepting first job. 3.8 Reasons for leaving (if no longer at first job) 4 What suggestion may be forwarded to further improve the PCCR B.6 How long did they stay at their first job. 3. unemployed or underemployed in their occupation or vocation for which they were trained.4 Income level. The relevant data which will be gathered in this study will be of value to the following: Alumni . P a g e | 12 3.4.4. 3.4. Moreover.
Dean and Instructors I Faculty The Deans and instructors may use the result of this study to measure the quality and relevance of what they have been teaching. This will serve as a baseline for enhancing the curricular program of the school. address the inefficiency of its instructors by providing them with development training. P a g e | 13 The findings and recommendations would be used objectively to inspire and encourage the alumni to help and recommend their fellow graduates to jobvacancies because they are provided with objective information that the graduates are well prepared for employment. establish functional placement office that will generally take care. Administrators of the Philippine College of Criminology As a pioneering school which offers criminology education in the Philippines. and it will help improve the career guidance program. the result of the study could serve as basis for educational reforms. Based on the data gathered. they can take necessary and innovative steps in dealing with the weak points of its curriculum offering. Moreover. It will give insight to . particularly in criminalistics. The result of this could be used in taking appropriate measures in furthering the academic excellence of the institution. not only in the country but in other parts of the globe as well. procurement of sophisticated equipment. the findings of this study will provide reliable information about the employability skills of their graduates. and updating obsolete reference materials. follow-up and place graduates in occupational jobs they were trained for.
as well as the findings. conclusions and recommendations of this study can be used as their basis when conducting similar or related studies in the future. to evaluate their training methodology in' the program with new innovations and technology based equipment. . and the kinds of employment waiting for them after they graduate. Students of Criminology The end-product of this research will help the aspiring criminologists discover the quality of the curriculum. Parents and the Community The information derived from this study can help parents became aware that their investments with their children's education are paying off. selection and placement of highly-skilled criminology graduates. adequacy of school facilities. while community benefits with better trained students and employed graduates. Researchers The researchers will benefit from the results of this study because the research methodology. the competency of academic instructors of PCCR in preparing the students. statistical tools. Employers Both the government and the private sectors could make use of the result as a spring board in the recruitment. P a g e | 14 instructors as to which criminology subject should be strengthened and modified to adapt with the demands of the current criminology profession. Further.
Quezon City. Rizal (Antipolo City). hands-on training for students.e. and the needed skills that the industry requires in hiring graduates of criminology. and a small number from outskirts of Metro Manila (i. The Timeframe . updated books and reference materials. specifically Manila. instructors/faculty. curriculum and availability and access to internet. Makati.. Mandaluyong. The Respondents The respondents of the study were BS Criminology graduates of the PCCR for Academic Years of 2010. Marikina. Caloocan. P a g e | 15 To the CHED/Curriculum Planners This will help CHED weed-out the obsolete provisions of the curriculum and formulate new provisions which will suit the demands of the modern times. Taguig. Valenzuela. Scope and Delimitation of the Study This study was delimited to the following: The Setting The study was focused on various places of the National Capital Region. The Subject Content The study was anchored on the aspects of employability of graduates through the quality of education they received from their college using the parameters such as the following: state-of-art institutional facilities. Malabon. Batangas and Bulacan). Pasay City. Navotas.
. and school experiences. It refers to the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education. 1987. the student’s materials. This refers to the formal and informal content and process by which learners gain knowledge and understanding. a standardized curriculum consists of what is taught. It is the chief formulator of Philippine educational policy and is responsible for the Philippine primary and secondary school system. and also considers the teacher's materials. It refers to a person who is a graduate of criminology and passed the criminology licensure examination. appreciation and values. DepEd. It refers to the position of skills and knowledge that allow individuals to be employed in an occupation. or the fitness or availability for employment (Barnhart and Barnhart. Curiculum. develop skills and attitude. Employability. Definition of Terms The following have been used as follows: Criminologist. P a g e | 16 The study was conducted during the second semester of Academic Year 2011-2012. Criminology. It refers to the entire body of knowledge regarding crimes and criminals and the effort of society to repress and apprehend them or a scientific study of crimes and criminals. 692). As generally accepted.
Employed. It is concerned with what has happened to them and what has been the impact upon that institution and its program. Refers to the extent to which the graduates are able to obtain professional positions in industry. employed but not in line of specialization or under-employed. contractual or casual position. Refers to whether an employee is holding a permanent. Employment Status. temporary. Nature of employment. selfemployed or unemployed. but also to progress within an enterprise so as to achieve one’s potential and contribute successfully to enterprise strategic directions. P a g e | 17 Employability Skills. Relevance and Responsiveness. This is defined as skills required not only to gain employment. Tracer study. organization and agencies in the public or private sectors along the lines of professional criminology education and expertise as attained in the BS Criminology Program. . It refers to the graduates who operate and manage their own business. It refers to the type of descriptive research that investigates graduates who had left the institution after completing the course or field of specialization. Employment. Self. provisional. Refers to the state of having a job for which one receives money or other compensation. It refers whether a graduate is employed in line with his specialization.
Unemployed. It refers to employed graduates whose work requires less training and qualification than their educational preparation and training. is the educational level following the completion of a school providing a secondary education such as a high school or secondary school. P a g e | 18 Tertiary Education. It refers to the graduates who are not gainfully working and receiving monetary compensation. Underemployed. It refers to the third-stage or third level education. Acronyms CHED DepEd HEI PCCR PNP Commission on Higher Education Department of Education Higher Education Institutions Philippine College of Criminology Philippine National Police .
individuals invest time and money in order to become ‘more skilled. as measured by the skills. They firmly believed that successes would primarily depend on the output of these institutions. Universities’ failure to provide the needed learning arid skills among the graduates may result to disequilibrating force in the county’s economy. abilities and competencies that university graduates bring to the job. P a g e | 19 CHAPTER 2 Review of Related Literature and Studies This chapter deals with the cited literature and studies of other institutions and authors to substantiate the development and findings of the present research. The skills mostly in demand by the employers. Ross (2000) mentioned that industries complain that new recruits from schools sometimes do not have the basic tools that are required. They further mentioned that. as measured by the wide range of skills asked of future employees. He emphasized that the goal of education is to equip children to the best of their . are typically the least in supply. Firms and societies typically invest in human capital for the development of their employees and citizens in hopes of a future return on these investments. Foreign Literature Lowe and Schellenberg (2001) pointed out that industries and other business institutions depend so much on the huge contributions of learning institutions in providing human machineries shaped in conjunction with their needs.
According to the common view. Cameron and Chickering (1996) pointed out that the notion of employability skills development in the university environment continues to challenge traditional thinking and concepts on higher education and raises the question of the role a university education provides. a general education might have been acceptable because employers could not be . constructive place in society. Many faculty members. on the hand continue to uphold the creation of knowledge and the development of intellectual mind while employers. Current students view the purpose of university education as a step to career preparation. and also to fit them to do a job for work. The only way to get a job today is to exactly meet the needs of employers and that is having the specific skills they require at the moment of hiring. high unemployment and falling incomes due to globalization and the pressure of imports from low wage countries characterize the new world economy. The rapidly changing economy has fuelled the desire for university graduates to adapt according this poses a problem for universities because of growing dichotomy between the purposes of education for employment and education primarily based on content knowledge for its own sake. for a lively. P a g e | 20 ability. demand highly skilled-workers. These theories are the common view and the Organization of Economic Cooperation and Development. Allen (1998) presented two contending theories about the role of advance education in the evolving world of economy. In the past before globalization and high unemployment.
Hoyt (1975) says that employment. the demand for labor in all industrialized countries has increased strongly for people with college or university education and has declined for people with high school education or less. It is employability then. The broader community must join forces with the education system. and even natural sciences should be cut back. Social Sciences. which is to make them employable. employability skills rather than entry level skills should be the focus of schools. Some attempts to implement . P a g e | 21 choosy in their hiring. The education system can and should do a great deal to prepare graduates for employment. If this aim is to be reached. The basic strategy for bringing this about is to reallocate current education resources. unemployment and underemployment have gained serious implications for educators. According to the OECD model. These changes reflect the twin processes of globalization and technological change. it will mean major change in schooling. not employment that should be the prime responsibility of education with respect to the problems of graduates with becoming members of the occupational society. university resources should be concentrated on professional programs and more sweeping one-and two-year college programs aimed at imparting specific skills should be expanded The second theory about the labor market is the Organization of Economic Cooperation and Development model. He then further said that in solving high unemployment among graduates. General academic preparation like humanities. The OECD is an important international organization whose views are highly influential.
It is difficult but not an impossible task. As Rumberger (1984) alleged. that the transition of the Philippines from an agro-industrial to a newly industrialized country necessitates the acceleration of . P a g e | 22 educational change the strategy have been carried out under the banner “career education”. Also. and service workers. given good models of curricular design and teaching strategies and style. Yet not all college graduates secure high level jobs. college graduates hold a competitive edge in the labor market. where a college education is hardly necessary and may even be detrimental to satisfactory work performance. If students perceive liberal arts as extraneous to their own momentary materialistic objectives. It can enliven the classroom. Based on the skill levels of occupations. a similar portion employed in lower jobs such as secretary. Local Literature Camaro (1991) pointed out. They are more likely to find high-level professional Jobs than workers with less education. of improving instruction. teachers may become aware that conscious and thoughtful attention to the relationship between education and work can be woven into their subject matter and that subject matter will be no less worthy and scholarly. Faculty members may well choose to adopt the career education concept as a mean. who contends that career education must not be seen as the enemy of liberal arts but as their salvation. an increasing number will be forced to accept jobs incommensurate with their level of training. This idea of career education is further bolstered by Marland (1977).
Gloria said that it is the quality graduates that measure the quality of schools. He encouraged the used of mechanism of voluntary accreditation. Colleges and universities gear their curriculum towards the demand of economy. likewise the benefit of the . P a g e | 23 industrial development which requires the development of highly skilled manpower that would bring about the modernization of industrial production system. there is. provide income for the people and enhance socio-economic development. Aware of this condition. is doing its role so as to alleviate employment problems. create job opportunities. As Santos (2000) puts it. Speaking before the General Assembly of the Philippine Accrediting Associations of Schools. the government. Industries are built to meet local consumption. The government is trying to identify effective programs that will provide college graduates with employment which could make them productive and relevant to their training skills. Colleges and Universities (PAAECU). which are trailing us today. as well as educational institutions. Gloria (1995) pointed out that one of the problems of college graduates is job placement. Innovations are being introduced in the country’s educational system to make it more responsive and relevant to the pressing needs and demand of the country. produce exportable goods. therefore a compelling need for education leaders to face the challenge of “adaptive change” or be left behind by nations.
particularly the Commission on Higher Education (CHED) in strengthening the economy and education must be the center of any government platform. the students of higher education. President Gloria Macapagal Arroyo (May 18. She further recommends that there must be consultation between academe and industry and business leaders to determine new skills needs for present and future manpower. and seized the value of . (Eddie Castro. in other words. Manila Publishing Corporation). Thus. Cited the role of academic community during the CHED’s 16th Anniversary. as well as grants of subsidies and other financial incentives. “Quality Schools Equal Quality Education” Manila Bulletin. He also emphasized to the delegates the role of voluntary accreditation in improving the quality of higher education in the country. P a g e | 24 accreditation now granted to school by way of liberalizing administrative and academic regulations. the objective of such consultation is to make the skills of our college graduates more relevant to the jobs with high demand. I have an abiding interest in seeing your clients and mine. come into their own. She pointed out the importance of working towards achieving a main education highway towards a knowledge-based economy that will result in a seamless education from reschool to tertiary level. She further stated “We want a seamless education highway toward a knowledge-based economy because we are in the knowledge century and I desire to see a brighter future for the hardworking men and women of his nation. therefore closing the job-skills gap and improving the employability of the graduates. 2010).
In the study made by ADB Hyun H.” Further.” Accelerating growth would require government action in addressing the labor mismatch. Related Studies The ILO Thesaurus 2005 defines a tracer study as an impact assessment tool where the “impact on target groups is traced back to specific elements of a project or program so that effective and ineffective project components may be identified. Son findings show “that current education sector does not supply the right kind of skills that are demanded by labor market. P a g e | 25 modernity and education and use these tools to advance themselves and the nation.people chasing too few jobs.” According to a study of Asian Development Bank (2008) labor mismatch slows Philippines economic growth. tracer study . going beyond universal coverage in education is imperative because what is required is an expansion of the supply of the right kind of skills. which is hurting economic growth There are too many educated . he found the per capita labor productivity plummeted between 1997 to 2003 as “those with higher education have crowded out the less educated in terms of job opportunities”. He also added that with higher education being an “important determinant of employment” in the Philippine market “by productivity jobs are taken over by the more educated labor force.” In educational research according to Schomburg (2003). Son. From policy perspective. has lowered the price for skilled labor over the period.” which in turn. Schools in the Philippines are producing the wrong kind of skills for its labor market needs.
France. Furthermore. Schomburg (2003) noted that graduate survey is popular for ‘analysis of the relationship between higher education and work:” They provide quantitativestructural data on employment and career. Finland. or follow-up study since its target is former student. job titles. another from the Central and Eastern European countries in transition (The Czech Republic) and one economically advance country outside Europe (Japan) provided information . Such information like the income. and information on the professional orientation 3nd experiences of their graduates. working time. he enumerated the following objectives of tracer studies. made a study which started from autumn 1998 to spring 2000. economic sector. one EFTA country (Norway). students. (2) To evaluate the relevance of higher education. the character of work and related competencies. scholars and students. and United Kingdom). the Netherlands. Sweden. administrator’s and lecturers. Graduate survey provides rich experience about the whereabouts of graduates. which might broaden perspectives among administrators. methods of job search are relevant for higher education institutions to note. Germany. Spain. P a g e | 26 is sometime referred to as graduate survey. duration of search for the first job. About 3000 graduates each from nine countries in European region (Austria. Foreign Studies Schomberg (2000). alumni research. (1) To get valuable information for the development of the university. (3) To contribute to the accreditation process and (4) To inform parents. Italy.
Different indicators of professional were presented: duration of job. Totally. employment conditions. He further discussed the interplay of the . the article of Omeje (1999) used a range of informed variables to multi-national and sub-regional comparison of factors that influence a fresh graduates time in type of employment in sub-Saharan Africa. four years after graduation. more than 40. their job satisfaction and their retrospective view on higher education. search income. use of knowledge and skills. The European Graduate Survey provides the highest comparative information on graduate employment and work and the links between higher education and graduate employment and work ever provided.000 from institutions of higher education answered questions on their socio-biographic background. and content of work. The comparison provides a unique opportunity in examining the extent to which the relationship between higher education and the world of work are similar or different among the Western European and the African countries. P a g e | 27 through a written questionnaire on the relationship between higher education and employment. Based on a mass of empirical data generated from the graduate tracer studies conducted in six different African countries between 1996 to 1998. appropriateness of position. and job satisfaction. study paths. transition from higher education to employment. Selected results of the European Graduate Survey were compared with results of ten graduate surveys (about 6000 graduates Involved) conducted in six African countries using a questionnaire quite similar to the European one.
etc. job security. (MISR) and Centre for Higher Education Policy Studies. Results revealed the following: (1) the majority of graduates ‘ninety percent (90%) were employed during the first year after graduation in mostly urban areas. study country. Their study aims to investigate the conditions under which graduates from the tertiary sector were employed and to explore the employers’ expectation of graduates. gender cohort. P a g e | 28 structural variables. (3) a sizable number of graduates were employed by the private sector. among others. and (4) other findings were on salaries. (2) the field of study is the single most important factor for securing gainful employment. status. The study targeted one thousand (1000) degree and diploma graduates of year 2002 from four (4) universities and other tertiary institutions with a target of one hundred (120) employers from the public and private sectors. expectations and geopolitical circumstances in shaping the study-to-Work transition process in subSaharan Africa. Uganda. which were compared with some pre-SAP trends to produce an analytical spectrum of the impact of globalization on higher education and the labor market relationships in sub-Saharan Africa. . with such factors as university and study provisions personal values. (CHEPS) conducted Graduate Tracer Study and employers’ expectations studies at Kampala. Intriguing sub-regional variations are observed. recruitment procedure. and staff training. The National Council for Higher Education (NCHE) Markerere lnstitute of Social Research. gender. field of study.
To answer this. employment. class degree. In . 37: 43%: respectively. graduates use the knowledge and skills acquired to a high extent. and shift their fields of study and work in response to emerging opportunities. and there are significant associations between sex vs. more males are satisfied than females at work. and satisfaction at jobs vs. Adkins (1975) argued that institutions of Higher Learning do not train students to enter occupations in response to market demand as much as they provide educational opportunities for people who create new occupations -that produce goods and services for which social demand subsequently grow. only a fair match existed between areas of training and that of employment of HEART/NTA. However. she identified limitations on time to carry out the study and financial constraint. Freeman (1971) found that too many individuals are graduating from college and are forced to take jobs that do not use their training. On the other hand. he suggested that graduates respond quickly to the changing economic rewards. on her Tracer Study of Institute of Statistics and Applied Economics graduates working in Kampala City-Uganda for the period of 1990 to 1995 concluded the following: most graduates are employed either in public sector or private sector. In the Jamaican case as reported in a 1992 tracer study. it is revealed that its graduates are more likely to be employed relative to dropouts and nonparticipants in the ratio of 63%. performance at work vs. P a g e | 29 Nyirabasabose (2008). job titles. Furthermore.
. P a g e | 30 Jamaica. as well as plans for faculty development activities. According to Mendoza (2003). non-passers in terms of employment. absorption and skill utilization rate of Technical Vocational Education and Training (IVET) graduates of TESDA Training Centers. it (a) determined the programs mostly sought by employers and with the highest potential initial earning. provide indications on courses for which graduates have better chance of employment. (b) competencies and skills learned in college that are highly applied at the present work. estimate average length of job search. the tracer study of Technical Education and Skills Development Authority (TESDA) specifically aims to: estimate the employment. analyse the type of employment of TVET graduates. it was found that YETP’s appear to make little difference to the employment and income prospects of graduates of YETP’s in the short run. particularly their employment status which in turn. Specifically. establish the income levels of the employed graduates. (c) assessed the length of time before the graduates got employed after graduation. will serve as a guide in improving the curricula. compare the performance of competency assessment passers vs. and (d) enumerated and analysed both the academic and personal background that contributed to graduates employability. Local Studies The Graduate Tracer Study (GTS) generated valuable information on the whereabouts of University of the Philippines Los Baños ( UPLB) graduates from academic year 2001 to 2004. administered schools and TVET providers.
P a g e | 31 Identify reasons for unemployment and identify reasons for not joining the labor force. 2001) it presented three (3) main findings. They lack enthusiasm. . et. They revealed. innovativeness and selfconfidence. the following: 1. (2007) conducted a tracer study on the employability of Bachelor of Secondary Education and Bachelor of Science in Industrial Education graduates from years to 2002 to 2006. The BSIE major in different technology courses have a wider opportunity ‘in finding employment in the industrial manufacturing sector than BSED graduates. the graduates’ analytical skills are not sharp enough. there is a mismatch between the educational preparedness of the graduates and the demands of employment in this respect.al. the first jobbers have underdeveloped work values. among others. Majority of the graduates of the two programs are gainfully employed in line with their fields of specialization. particularly in problem-solving and decision-making. Second. Third. Ii this regard. Salalila. In the survey conducted by Personnel Management Association of the Philippines (PMAP) (as cited by Mr and Ms Magazine. First. first jobbers have a low level of competence especially in handling and in the use of the state-of-the-art technology such as computer software and new instruments. 2. It is quite clear from these findings and recommendations by the PMAP that the fresh graduates have a lot of thing to excel as first jobbers.
8% are involved in jobs or tasks related to civil engineering related jobs. and 4. Of those employed. analysed the school and soda-psychological determinants of the employability of the graduates of the technical vocational education program of two institutes of higher learning in region 1. and 5) working conditions are not satisfactory. P a g e | 32 3. A big number of licensure examination for teachers (LET) passers ate teaching their major fields while the non-passers and non-takers in the year they graduated were underemployed and a handful of them were unemployed due to non-availability of jobs related to their specialization. Most of the graduates landed their first job within two years after graduation. 2) there is little or no advancement. and revealed that there was no significant relationship found that exist between employability and school characteristics. 4) there are no job opportunities. Sadac (2003) conducted a follow-up study of the civil engineering graduates of the University of the Assumption from school year 1995-1996 to 1999-2000. Positive and significant findings were established between employability and social characteristics. Findings revealed the five most common problems in obtaining employment: 1) salary offer is too low. She found out that an alarming 30% are not presently employed. 76. 3.) job is to far from home. Rodriguez (2001). Only a few of BSIE graduates were self-employed due to lack of capital. .
Her study provided five variables namely: careers talk by outside speakers.286 or 57% of the graduate-subjects as the program most often conducted on their own school. 1.138 in college. In a five-year tracer study of the BS Criminology graduates of Nicomedes M. film showing on career education. homeroom guidance by class advisers. Of the 1. 674 or 59% are females.262 graduate subjects. 464 or 41% are males. Rapenet (2000) also found out that the typical high school graduate was 17 years old at the time that the study was conducted. group conference with guidance counsellors. and visit to offices and companies. Eustaquio (2000). and about one-fourth of the total number of graduates were over age (18-37) when they graduated. it was found out that homeroom guidance was reported by 1. he found out that: . There are more females enrolled in college than males. Many of these graduates might be those who benefited from the putting up of barangay high schools or who had taken advantage of the vocational secondary schools that were accessible in the rural areas. On the profile of high school graduates.138 or 50% are enrolled in college. P a g e | 33 A tracer study by Rapenet (2000) of high school graduates of seven regions in the Philippines used school measures of guidance programs as one institutional service. On the proportion of male and female graduates in the different career paths with 2. This means that he/she was able to finish elementary and high school levels of basic education without repeating any grade or year.
2. Majority of the graduates are male. Government Service Insurance System (GSIS). Armed Forces of the Philippines and with government offices. Majority are employed with the Philippine National Police. The respondents feel that their undergraduate training in the BS criminology program had been very useful in helping them to become confident and competent in their jobs.00 to P8. Department of Justice (DOJ). The respondents were also very satisfied with their on-the-job training in the undergraduate level. Many of the graduates are now on their third year of employment with their present job placement.666. the Department of Labor and Employment (DOLE).000 to P99. single and majority receive an annual income of P80. Most of the graduates are employed as uniformed officers in the Department of Interior and Local Government (DILG). 4. the Bureau of Customs (BoC) and the Philippine Ports Authority (PPA).250. age 27-29 years old.00. and . and security of private companies. instructors.000 or a monthly income of P6. 3. individual and organizations. These graduates also enjoy permanent status and are satisfied with their present work. The rest of the graduates are employed as private investigators. P a g e | 34 1. Majority did not change employment because of the security and stability that the job gives to them. Bureau of Fire Protection (BFP). Bureau of Jail Management (BJMP).
Some of these skills include handling safe weapons. Static training skills include the integration of theory. Out of 141. This phase combines skills and decision making on the part of the students when they are confronted with tactical concerns. judgment drills. . P a g e | 35 many feel that they are knowledgeable to apply what they have learned to their present job. Skills are developed in a controlled environment and primary emphasis is place on isolating the specific skills through repetition and drills. survival mind-set drills. In so far as curricular implementation of static and dynamic training skills were concerned.85% of the graduates’ age range between 20 to 40. presented the following salient findings of his research: 1. In dynamic training. they were considered to be on their productive stage. Some of these skills include advance skills in firing at moving targets. cooperative work with partners. violence prevention. 5. 114 or 80. motor vehicle law. students are provided with a more realistic and challenging environment for the static skills to be applied. respondents felt that these skills were adequately emphasized during their undergraduate training. concepts with techniques. The Tracer Study of Bachelor of Science in Industrial Technology Automotive Graduate of Marinduque State College conducted by Ruben Labay (2009). basic marksmanship instruction. analytical thinking and problem solving in dispute resolutions. defensive tactics and domestic violence. combat shooting techniques.
. 13. 4. management. technology. There were 51 or 36. Longest waiting period on the average before landing first job after college was between I month to 6 months. There were 52 or 36. 5.86% who answered affirmatively into the relevance of the course taken in college. No job opportunity got the highest rank on respondents’ reason why they were not employed. here were graduates who pursued masteral program in public administration. Strong work ethic is highly developed among graduates in terms of values 12. with a total representation of 7. There were only 28 or 19. 11.88% of the graduates landed jobs in industrial occupation.17% who were hired in the same company where they underwent OJT. 6. Majority of the graduates were employed in the private agencies with76%. Job hunting best strategies include walk-in applicants and being recommended by someone. electronics and marine engineering.86% who stayed in the same job after 3 years and above. mechanical. Salaries and benefits got the highest rank on why respondents stop in their present job.48%. 3. P a g e | 36 2. 9. 8. 7. Simple majority of graduates were married with 74 or 52. There were 83 or 58. 10.
16. It is deemed relevant to the above cited literatures in a sense that they both reflect the significant role of school in producing quality graduates and status of the graduates in terms of employment. the relevance of the program that the students had from the institution to the previous and present job of the graduates. 15. There were 94 or 66. Salaries and benefits are the main reason why graduates stay in the job even if it is irrelevant to the course. P a g e | 37 14. Considering that the aim of this educational institution (PCCR) is to provide quality education and develop proficient. legally and morally upright professionals in the field of criminal justice. the school must be made aware of the current status of their graduates.66% who responded that curriculum is related to their job. . the school could come-up with a concrete solution to address the flaws that the institution has. Human relation skill got the highest rank in competency learned by the graduates. and 17. Relevance of the Reviewed Literature and Studies The readings from the different literature both foreign and local had given the researchers greater justification to conduct a tracer study of the 2010 graduates of Philippine College of Criminology. With the outcome of this research. Salaries and benefits are still the main reason for changing job.
According to Calderon and Gonzales (1993. instruments/ toots of measurement and the statistical treatment of data. The study presented facts about the level of responsiveness of the program to the manpower needs of the industries. P a g e | 38 CHAPTER 3 METHODOLOGY AND RESEARCH DESIGN This chapter is a presentation of the methodology of research and research design. the relevance of their course with their current employment. as well as the sampling of the respondents. trends and cause-effect relationships and then making adequate and accurate interpretation about such data with or without the aid of statistical tool. analyzing. Employability of graduates will be described in terms of the nature of employment. their professional examination passed. classifying and tabulating data about prevailing conditions. to confirm if those (in section A1 and/or on a scholarship program) expected to be progressive in their career development are indeed progressing accordingly. processes. type of work. and. 61). The primary aim of the study was to determine the status of the employability of graduates. practices. tools for the data collection procedure. factors contributory to its . descriptive studies are purposive processes of gathering. job satisfaction and reasons for job satisfaction. Methodology of Research The researchers utilized the descriptive method of research.
Sampling was done by: . Table 1 Distribution of Respondents Relative to the Number of Graduates Academic Year Total number of graduates 576 Number of sample respondents 63 2009-2010 Sampling Scheme The researchers made use of the convenience and accidental sampling methods. In accidental sampling. there is no system of selection. Convenience sampling is a process of picking out people in the most convenient way to immediately get their reaction to a certain hot and controversial issue. Table1 shows the total number of graduates for academic year 2010 and the total number of respondent thereof. A total of SIXTY-TWO (63) respondents composed the research sample. or a total of 11% of the whole research population. P a g e | 39 responsiveness and the suggestions of the graduates to further enhance the program. Only those whom the researchers or interviewer met by chance are included in the sample. Respondents of the Study The Bachelor of Science in Criminology graduates of the Philippine College of Criminology from academic year 2010 totaling five-hundred seventysix (576) comprised the research population.
. In cases where respondents are unavailable or unwilling to cooperate. and 4. 3. texting or emailing randomly. 2. the objectives of the present study. 2. P a g e | 40 1. The reasons of the researchers for using the questionnaire are: 1. it ensures some amount of uniformity from one measurement situation to another because of its standardized wording. The instrument was used on the presumption that respondents are literate. It is a less expensive procedure. order of questions and instructions for recording responses. and clearly motivated and willing to participate. Calling. In completing questionnaires. those from the list with contact information. Data gathering instrument The major instrument used in gathering the data was the questionnaire. repeating the process until ample responses were collected. The instrument used was formulated based on the questionnaire from CHED for its own tracer study. requiring less skill to administer and could be administered to a large number of respondents simultaneously. respondents have confidence in their anonymity so that they will be free to express their views. It exerts less pressure on the respondents to provide immediate response. others were chosen using the same procedure. Minor revisions were done to the original questionnaire to meet. Getting a list of the total population or universe.
The survey questionnaire was first submitted to the adviser for corrections. Corrections were made by the researchers as per instruction of the research professor. a social networking internet site. The results of the dry. clarity of items. P a g e | 41 Validation of the Instrument This instrument for the research study had been validated through the following: 1. the next step was the dry-run validity. Uploaded the questionnaire through Facebook.run validity had been incorporated in the final copy of the instrument for reproduction. The survey questionnaire was then shown to the research professor for approval. 2. Submitted letter request to the Office of the Registrar to obtain the addresses and contact number of respondents. . The respondents of the dry-run validity were not included) in the final selection of the respondents. The researchers had the pre-test of the questionnaires by administering the instruments to the selected group of respondents to determine the administrability. Data gathering procedure The following procedures had been undertaken in gathering data after the validation of the instrument: 1. right direction and constructions. 3. comments and suggestions. 2. appropriateness of language used. After its approval.
This determined the number belonging to a group. 5. Tabulated arid computed the data gathered with the assistance of the adviser and thesis professor. 9. Scanned. 6. 7. Collected the answered instrument. Distributed questionnaires using addresses obtained from the Office of the Registrar. 4. 2. and 10. Handed out questionnaires to respondents personally. 8. Frequency count. Percentage. following the formula: Percentage: % = f x 100 n Where: f = the frequency . P a g e | 42 3. Analyzed and interpreted the data. sorted and tallied the responses. This was used to determine the magnitude of a portion of a variable to the whole. Statistical Treatment of Data The following statistical procedures were used to attain an in-depth analysis of data: 1. Presented the data in textual and tabular presentation with due consideration of the sub-problems and hypothesis of the study. Sought the help of the present students to help facilitate the distribution of the questionnaires.
The greatest value is ranked as ‘1’.g. E. Ranking. . For variables that share the same rank (duplicate ranks). The method of ranking comprised of assigning numbers (or rank) according to their value relative to the others in the array. if there exists two variables ranked as ‘5’.. This was used to determine the category of responses depending on the magnitude of the variable. the subsequent rank adjusts down according to the total duplicate ranks. P a g e | 43 n = the sample size 3. the next. the subsequent rank assignment will be ‘7’. ‘2’. and so forth.
6 Gender.29 . it is obvious that it is dominated by males. Sub-problem No.71% 14. Analysis and Interpretation of Data This chapter presents.2 1. 1 — what are the biographic characteristics of respondents with regard to: 1. As gleaned from the table. and Ethnic group Table 2 Gender Frequency Male Female TOTALS 54 9 63 Percentage 85.71 percent and with only 9 or 14.29% 100% Rank 1 2 Table 2 summarizes the frequency.3 1. City of residence. Region of origin. analyzes and interprets the data. Marital status.1 1. P a g e | 44 CHAPTER 4 Presentation.4 1. Discussions were organized based on the statement of the problem of this study. Age bracket. with a frequency of 54 or 85.5 1. percentage distribution and ranking according to gender.
92 percent.90 percent. P a g e | 45 percent as female respondents.29% 100% Rank 1 2 Table 4 shows the distribution according to marital status. and those over 26 years old ranking 3rd with a frequency of 2 or 3. . It reveals that those in the 21-23 years old age bracket ranked first with a frequency of 39 or 61. Table 3 Age Bracket Frequency 21-23 years old 24-26 years old Over 26-years old TOTALS 39 22 2 63 Percentage 61.90% 34. those in the24-26 years old bracket ranked at 2nd with a frequency of 22 or 24.29 percent). It can be seen that majority are single (frequency of 54 or 85.71 percent) and the minority married (frequency of 9 or 14.71% 14.92% 3.18 percent. Table 4 Marital Status Frequency Single Married TOTALS 54 9 63 Percentage 85.18% 100% Rank 1 2 3 Table 3 depicts the distribution according to age bracket.
59% 1.17% 1.59% 100% Rank 1 2 2 4 5 5 5 8 8 8 6 12 12 12 Table 5 depicts the distribution according to the city where respondents reside.17% 3.52% 6.17% 3.76% 4. It can be seen that nearly half reside in Manila City hence is ranked first with a frequency of 27 or 42. Paumbong) Caloocan City Valenzuela City Antipolo City (Rizal) Marikina City Pasay City Taguig Malolos (Batangas) Mandaluyong Navotas TOTALS 27 6 6 4 3 3 3 2 2 2 2 1 1 1 63 Percentage 42.86%.35% 4. followed by two cities in Bulacan (Bocaue . P a g e | 46 Table 5 City of Residence Frequency Manila City Makati City Quezon City Malabon Bulacan (Bocaue.35 percent.59% 1.76% 4. This is followed by Malabon at a frequency of 4 or 6.86% 9.52 percent.76% 3.52% 9. Makati City and Quezon City share the number 2 spot with frequencies of 6 or 9.17% 3.
17 percent. Region 6 follows at a frequency of 8 or 12. Caloocan City and Valenzuela City who ranked the same at frequencies of 3 or 4. It shows that most were born in the NCR region based on a frequency of 30 or 47.59% 100% Rank 1 2 3 4 5 5 5 8 Table 6 depicts the distribution by region of origin or birth place.59 percent.11 percent. lastly. Region 4 and CARAGA follow next sharing frequencies of 2 or 3. Region 8 next at a frequency of 7 or 11.59 percent. .46% 12.62% 17. and. Region 2 with a frequency of 1 or 1.70 percent. Marikina City. Mandaluyong and Navotas share the last spot at frequencies of 1 or 1.17% 3. Region 3. Table 6 Region of Origin (Birth Place) Frequency NCR Region 1 Region 6 Region 8 Region 3 Region 4 CARAGA Region 2 30 11 8 7 2 2 2 1 63 Percentage 47.17 percent.46. and.17% 3.70% 11.11% 3. Ranked second is Region 1 at a frequency of 11 or 17.76 percent. then Antipolo City (Rizal). Pasay City and Taguig also ranking the same at frequencies of 2 or 3.17% 1.62 percent. P a g e | 47 and Paumbong).
17% 3. 2 — what are the educational.2 Whether currently enrolled in another degree program. . At the last spot are Cuyunon. Binisaya/Bisaya and Waray at frequencies of 4 or 6. P a g e | 48 Table 7 Ethnic Group Frequency Tagalog Ilocano Bikol Binisaya/Bisaya Waray Cuyunon Ifugao Kapampangan 33 12 4 4 4 2 2 2 63 Percentage 52.17% 100% Rank 1 2 3 3 3 6 6 6 Table 7 presents the distribution according to ethnic group.1 2. Ranked 2nd are Ilacanos at a frequency of 12 or 19. Sharing the 3rd spot are Bikol.35% 3. Ifugao and Kapampangan.35% 6.38 percent.17 percent.35% 6.05 percent.35 percent.17% 3.38% 19.05% 6. Sub-problem No. training and professional licensing qualifications of the respondents in terms of: 2. all sharing frequencies of 2 or 3. It shows that about half are Tagalog thereby ranking first at a frequency of 33 or 52. If pursuing additional training/advance studies.
Enrolment situation during tenure at PCCR. and Competencies learned in college found to be useful on the first job .2.1 regular or irregular. school transferred from.1 reasons for pursuing advance studies 2.4. and 2. what type of scholarship 2.6 Reasons for pursuing B.2 session and section.3 duration to complete B. 2.S. and 2.4 if a transferee. Criminology. P a g e | 49 2.4 Professional licensure/eligibility examinations passed.5 2.4. 2.4.5 whether respondent was on a scholarship and if so. Criminology.S.4.3 2.4. 2.
P a g e | 50 Table 8 If Enrolled in another Degree Program Frequency Percentage No Yes Degree type and course MS Criminal Justice (MSCJ) Bachelor of Laws (LLB) Sub-total Freq. Table 9 If Pursuing Additional Training/Advance Studies Frequency Percentage No Yes Reason for advance study Professional development Promotion Sub-total Freq. hence are ranked the same with frequencies of 2 or 50 percent.35% TOTAL 63 100% Table 9 indicates that majority are not pursuing any additional or advance .65% 6. 2 2 4 Pct. a small number are (frequency of 4 or 6. However.35% TOTAL 63 100% Table 8 shows that most are not pursuing any other degree program (frequency of 59 or 93. In this small group.65 percent).65% 6. 3 1 4 Pct. baccalaureate degree program in Law. 50% 50% 100% 59 4 93.35 percent). half are pursuing a graduate (masteral) degree program in Criminal Justice and the other. 75% 25% 100% Rank 1 2 59 4 93.
62.67% 2 2 4. Of those that are (frequency of 4 or 6.44% 3 2 4. Of . Table 10 Professional Licensure/Eligibility Examinations Passed Frequency Percentage No Yes Freq.57% 71. NAPOLCOM Police Entrance Examination and Civic Service SubProfessional Sub-total 28 Pct. 45 (or 71.43% 12 26.22% 5 45 100% TOTAL 63 100% Table 10 poses that of the respondents.65 percent. PRC Criminologists Licensure Examination ONLY PRC Criminologists Licensure Examination and NAPOLCOM Police Entrance Examination PRC Criminologists Licensure Examination. P a g e | 51 studies based on the frequency of 59 or 93.44% 3 1 2.35 percent) Professional Development ranked first (at a frequency of 3 or 75 percent) as their reason while Promotion ranked second at a frequency of 1 or 25 percent. NAPOLCOM Police Entrance Examination and Civic Service Professional PRC Criminologists Licensure Examination and Civic Service Professional PRC Criminologists Licensure Examination.22% Rank 1 18 45 28.43 percent) have passed one (1) or a number of professional licensure/eligibility examinations.
44 percent) passed the PRC Licensure Examination and the Civil Service Professional. 2 (or 4.67 percent) passed both the PRC Licensure Examination and the NAPOLCOM Entrance Examination. passed the PRC Licensure Examination. and lastly. 28 (or 62. 1 (or 2.22 percent). NAPOLCOM Entrance Examination and the Civil Service Sub-professional.44 percent) passed the PRC Licensure Examination. P a g e | 52 these. . another 2 (or 4. 12 (or 26. NAPOLCOM Entrance Examination and the Civil Service Professional.22 percent) passed the PRC Licensure Examination only.
44 percent) attended morning sessions.89% 3. Of the Regulars. while 9 (or 14. 2 (or 3. .56% 44.70 percent) in the evening.71% Irregular Freq.41% 38.89) in the afternoon.71 percent) represent students that were following the regular curriculum. 31 (or 57. 54 (or 85. 21 (or 38.29 percent) pursued their studies as Irregular. Morning Session Afternoon Session Evening Session Sub-Total 31 21 2 54 Pct.41 percent) attended morning sessions. 55. Of the Irregulars.70% 100% Rank 1 2 3 54 85.29% TOTAL 63 100% In Table 11.44% 100% Rank 1 2 9 14. therefore labeled as Regulars.56 percent) attended afternoon sessions while 4 (or 44. and. P a g e | 53 Table 11 Enrolment Status during Tenure at PCCR Frequency Percentage Regular Freq. 57. 5 (or 55. Afternoon Session Morning Session Sub-Total 5 4 9 Pct.
65 percent) completed in 4-years. Note that here were no transferees among the respondents hence no table depicting its distribution is offered. Criminology Frequency 4-years Over 4-years TOTAL 59 4 63 Percentage 93.35% 100% Table 12 indicates that 4 (or 6.35 percent) of the respondents completed the BS Criminology degree program in over 4-years while the majority (at a frequency of 59 or 93.65% 6. . P a g e | 54 Table 12 Duration to Complete B.S.
.89% 11. P a g e | 55 Table 13 On Scholarship Frequency No Yes TOTAL 56 7 63 Percentage 88.11% 100% Table 13 indicates that 7 (or 11.11 percent) of the respondents were on a scholarship program: all which were academic scholarships.
86% 1.57% 11.57 percent) as to why respondents took up B.90% 1.43 percent.57% 8.57% 3.90% 0. followed by influence of parents or relatives and strong passion for the profession with frequencies each of 9 or 8. pursuits of a career in the PNP is ranked as the number one (1) reason (at a frequency of 51 or 48. pursuits of a .S.90% 1.57 percent.95% 100% Rank 1 2 3 3 5 5 7 8 8 8 8 8 8 14 In Table 14.90% 1.S. Criminology. Ranked 2nd is affordability for the family at a frequency of 12 or 11. Criminology Frequency Pursue career in the PNP Affordable for the family Influence of parents or relatives Strong passion for the profession Pursue career in the NBI Preparatory course for law Prospect for immediate employment Status or prestige of the profession Prospect of career advancement Prospect of attractive compensation and benefits Opportunity for employment abroad Security of tenure of prospective job Other reasons (unspecified) Inspired by a role model 51 12 9 9 4 4 3 2 2 2 2 2 2 1 105 Percentage 48.81% 2. then.43% 8. P a g e | 56 Table 14 Reason for Taking up B.90% 1.90% 1.81% 3.
followed by status or prestige of the profession. security of tenure of prospective job. opportunity for employment abroad. prospect of career advancement. Note that the survey respondents were allowed to choose as many reasons as are applicable to them. P a g e | 57 career in the NBI and preparatory course for law sharing frequencies of 4 or 3. and other reasons ranking the same with frequencies each at 2 or 1. prospect of attractive compensation and benefits. Hence.90 percent. and lastly. inspired by a role model at a frequency of 1 or .81 percent each. the total number of frequencies may not be equivalent to the total number of respondents.95 percent. .
50% 10.10% 3. jurisprudence and procedures Human relations skills Background in intelligence gathering and surveillance Investigative skills Traffic management and accident Investigative skills Knowledge in jail and correctional administration Firearms Identification skills Fingerprint Identification skills Knowledge in drug education and pertinent laws Problem-solving skills Combat shooting skills Questioned documents examination skills Martial arts skills Knowledge in police photography Knowledge in lie detection process TOTAL 31 20 14 12 10 9 6 5 4 4 4 3 3 3 1 1 129 Percentage 24.03 percent is communications skills.75% 6.33% 2.65% 3.78% 100% Rank 1 2 3 4 5 6 7 8 9 9 9 12 12 12 15 15 Table 15 displays the competencies learned in college that respondents found useful.78% 0.10% 2.98% 4.03% 15. familiarity with different criminal laws.33% 2.10% 3. jurisprudence and .88% 3.85% 9. P a g e | 58 Table 15 Competencies Learned in College Found to be Useful on the First Job Frequency Communication skills Familiarity with different criminal laws.33% 0. Ranked first at a frequency of 31 or 24.30% 7.
then. firearms Identification skills at a frequency of 5 or 3.98 percent. and. and 3. combat shooting skills. human relations skills at a frequency of 14 or 10. background in intelligence gathering and surveillance at a frequency of 12 or 9.1.50 percent. knowledge in drug education and pertinent laws and problem-solving skills each at frequencies of 4 or 3.88 percent. knowledge in police photography and knowledge in lie detection process at frequencies of 1 or 0.1.1 whether currently employed. Sub-problem No. Hence. the total number of frequencies may not be equivalent to the total number of respondents.1 Whether currently enrolled in another degree program.78 percent. questioned documents examination skills and martial arts skills at frequencies of 3 or 2.85 percent. 3. traffic management and accident Investigative skills at a frequency of 9 or 6. P a g e | 59 procedures ranks next at a frequency of 20 or 15.1 reasons why if not yet employed .10 percent. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. knowledge in jail and correctional administration at a frequency of 6 or 4.33 percent.1. 3 — what is the employment status of respondents in terms of: 3.30 percent.65 percent. investigative skills at a frequency of 10 or 7.75 percent. fingerprint Identification skills.
Reasons for staying on the job at first job.1 industry. 3. 3. 3. 3.2 Present employment status.2. skills learned in college that they are able to apply 3. 3.3 Current employer.4 job level position. and 3. 3. and 3.5 job level position.4.4. 220.127.116.11 income level.6 3. 3.4 income level. 18.104.22.168 reasons for accepting first job.2 place of work.7 how long did they stay at their first job.22.214.171.124 First job.4. 3.8 reasons for leaving (if no longer at first job) .2 how long did it take to land their first job. P a g e | 60 3. 3.1 how found.4.1 If self-employed.4.
56% 16.67% 13. P a g e | 61 Table 16 Presently Employed Frequency Percentage Yes No Frequency Never been employed Previously employed Sub-total 21 8 29 Percentage 72.41 percent of those not presently employed) have never been employed and 8 (or 27.89% 100% Rank 1 2 3 4 Table 17 indicates that those not presently employed.41% 27. 36 provided the following reasons: 14 (or 38. 21 (or 72.03% TOTAL 63 100% Table 16 indicates that 34 (or 53.59% 100% 34 29 53. Of these.89 percent) felt a lack of eligibility for the desired job.97% 46.89% 30.03 percent) are not presently employed. Table 17 Reasons Why (If not employed) Frequency Lack of eligibility for the desired job Did not look for a job No job opportunity Lack of work experience TOTAL 14 11 6 5 36 Percentage 38. .97 percent) are presently employed while 29 (or 46.59 percent of those not presently employed) were previously employed.
2 (or 5. 23 (or 67. 5 (or 13. and.59% 5. the total number of frequencies may not be equivalent to the total number of respondents.89 percent) felt they lacked work experience.65% 20. 7 (or 20.88% 100% Rank 1 2 3 3 Table 18 details that of the 34 respondents presently employed (per Table 15). Hence. P a g e | 62 11 (or 30. Hence. Note that neither of the two (2) self-employed indicated any skills learned in college that they can apply. and.56 percent) did not look for a job. 6 (or 16.88% 5. Table 18 Present Employment Status Frequency Regular or Permanent Temporary Contractual Self-employed TOTAL 23 7 2 2 34 Percentage 67.59 percent are temporary. .88 percent) are self-employed.88 percent) are on contract.67 percent) indicated that there are no job opportunities. no table is presented for such. Note that the survey respondents were allowed to choose as many reasons as are applicable to them.65 percent) are regular or permanent. 2 (or 5.
88 percent) are with academe. P a g e | 63 Table 19 Major Line of Business (of employer) Frequency Law enforcement Other Academe Aviation Security Private Investigation TOTAL 20 10 2 1 1 34 Percentage 52.94 percent) with private investigation. Hence. 10 (or 29. Note that as to their place of work (whether local or abroad).85% 29.94 percent) with aviation security. 1 (or 2. all respondents indicated that they are all employed locally. and. no table depicting the distribution thereof is necessary. 1 (or 2.41% 5.88% 2.94% 100% Rank 1 2 3 4 4 Table 19 indicates the distribution of those employed by the industry their employer belongs to: 20 (or 52.94% 2. 2 (or 5.85 percent) are employed with law enforcement.41 percent) with other unspecified industries. .
71 earn P15. P a g e | 64 Table 20 Gross Monthly at Present Job Frequency P15. technical or supervisory Self-employed TOTAL 22 7 3 2 34 Percentage 64.76 percent at P10. professional.000 P5. 4 or 11.59% 8.000 P10.000 to less than P15.53% 11.000 to less than P10.000 to less than P20. and. followed by rank and clerical at 7 or 20. 22 or 64.000 to less than P15.000 per month.71% 20.71 percent. Table 21 Job Level Position at Present Job Frequency Non-commissioned officer Rank or clerical Professional.88% 100% Rank 1 2 3 4 Table 21 shows the current job level position of the respondents. and.82 percent.59 percent.53 percent at P5.000 to less than P20. Ranking first are non-commissioned officers at a frequency of 22 or 64. then.71% 23. self-employed at a . technical and supervisor at a frequency of 3 or 8.82% 5. 8 or 23.000 TOTAL 22 8 4 34 Percentage 64.000 to less than P10.000.000.76% 100% Rank 1 2 3 Table 20 shows that of those currently employed.
46% 5.85% 1.88 percent. Walk-in ranks first with a frequency of 31 or 59. Table 22 How First Job was Found Frequency Walk-in Response to an advertisement Recommended by someone Information from friends Through my high academic performance Family business Job fair or public employment TOTAL 31 7 7 3 2 1 1 52 Percentage 59.92 percent. Information from friends follows with a frequency of 3 or 5.46% 13. Note that the survey respondents were allowed to choose as many of the options as are .77% 3. And sharing last. through my high academic performance at a frequency of 2 or 3.85 percent.46 percent.62 percent.92% 100% Rank 1 2 2 4 5 6 6 Table 22 shows the distribution of how the respondents’ first job was found. followed by response to an advertisement and recommended by someone ranking the same each with frequencies of 7 or 13. P a g e | 65 frequency of 2 or 5.77 percent. Note that there was no job level position change among respondents between their first and present jobs. family business and job fair or public employment each with frequencies of 1 or 1.62% 13.92% 1. Then.
32 percent in 1-year to less than 2-years. 3 or 7. Table 24 Reasons for Accepting First Job Frequency Career challenge Salaries and benefits Lack of eligibility for the desired job No quota or recruitment in the desired field of work Lack of necessary requirements for the aspired job TOTAL 22 10 7 2 1 42 Percentage 52.52% 100% Rank 1 2 3 Table 23 shows that 26 or 63.27 percent in 7 to 11 months.76% 2. 12 or 29. and.38% 100% Rank 1 2 3 4 5 .90% 28. P a g e | 66 applicable to them.81% 16. the total number of frequencies may not be equivalent to the total number of respondents.38% 23.57% 9.41 percent landed their first job in 1 to 6 months. Table 23 How long it took to Land First Job Frequency 1 to 6 months 7 to 11 months 1-year to less than 2-years TOTAL 26 12 4 42 Percentage 61.67% 4. Hence.
Note that only those presently employed shared . no quota or recruitment in the desired field of work followed at a frequency of 2 or 4.000 for their first job. second.000 P10. Hence. and. salaries and benefit at a frequency of 10 or 23.14% 28.000 to less than P15.000 to less than P15.000 to less than P10.29 percent at P10. 22 or 52.67 percent.14 percent of respondents who are employed or were previously employed had an initial gross monthly earning in the range of P15.000. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. 6 or 14. and lack of necessary requirements for the aspired job said career challenge last at 1 or 2. Table 25 Initial Gross Monthly Earning in First Job Frequency P15.57 percent indicate the range to be P5.38 percent ranked career challenge first. 12 or 28. the total number of frequencies may not be equivalent to the total number of respondents.000 to less than P20.38 percent.76 percent.000 P5.000.000 to less than P10.29% 100% Rank 1 2 3 Table 25 indicates that 24 or 57.000 to less than P20. lack of eligibility for the desired job at 3rd with a frequency of 7 or 16.57% 14. P a g e | 67 Table 24 ranks the reasons indicated by respondents as to why they accepted their first job.000 TOTAL 24 12 6 42 Percentage 57.81 percent.
Refer to Table 21.27% 100% Rank 1 2 Table 26 shows that 8 or 72.67% 6.27 percent.67% 5.67% 25. All of which are consistent with their present job. P a g e | 68 their job level position for their first job.00% 11. 7 to 11 months.33% 100% Rank 1 2 3 3 5 6 7 . Table 27 Reasons for Staying on the Job at First Job Frequency Dream job Salaries and benefits Career challenge Related to special skills Harmonious relationship with coworkers Related to course or program of study Family influence TOTAL 22 15 7 7 4 3 2 11 Percentage 36.37 percent of those who responded to this question indicated that they stayed 1 to 6 month on the first job while 3 or 27. Table 26 Length of Stay at First Job Frequency 1 to 6 months 7 to 11 months TOTAL 8 3 11 Percentage 72.37% 27.67% 11.00% 3.
then. P a g e | 69 Table 27 shows dream job. family influence at a frequency of 2 or 3. Note that the survey respondents were allowed to choose as many of the options as are applicable to them.33 percent. and last.00% 26.67% 100% Rank 1 2 3 4 4 4 Table 28 shows that the respondents ranked salaries and benefits at a frequency of 6 or 40. the total number of frequencies may not be equivalent to the total number of respondents.67% 6. related to course or program of study at a frequency of 3 or 5.00 percent. Table 28 Reasons for Leaving First Job Frequency Salaries and benefits Career challenge Already acquired eligibility for the preferred job Related to special skills Proximity to residence Other reasons TOTAL 6 4 2 1 1 1 15 Percentage 40.67 percent. Hence. at a frequency of 22 or 36.00 percent as the most frequent reason for leaving their first .00 percent at 2nd.13% 6.67 percent.67% 6. harmonious relationship with co-workers follow at a frequency of 4 or 6.67% 13.67 percent ranks first as the reason for staying on the first job with salaries and benefits at a frequency of 15 or 25. Sharing 3rd ranking are career challenge and related to special skills with frequencies each at 7 or 11.
Sub-problem No. Hence. 22 or 64.000 to less than P10.000 P5. P a g e | 70 job.71 earn P15.000.S.67 percent.13 percent.71% 23.000 to less than P15.76 percent at P10. Table 29 Gross Monthly Earning at Present Job Frequency P15. 4 or 11.53 percent at P5.000 to less than P20. 4 — what suggestions may be forwarded to improve the PCCR B.000 per month. Note that the survey respondents were allowed to choose as many of the options as are applicable to them. proximity to residence and other reasons ranked last each with frequencies of 1 or 6.000 to less than P20.000 P10.000 to less than P10. Criminology curriculum: .53% 11. 8 or 23. Related to special skills. This is followed by career challenge at a frequency of 4 or 26.76% 100% Rank 1 2 3 Table 29 shows that of those currently employed.000.67 percent.000 TOTAL 22 8 4 34 Percentage 64. the total number of frequencies may not be equivalent to the total number of respondents.000 to less than P15. and. then already acquired eligibility for the preferred job at a frequency of 2 or 13.
good grooming and oral communication Encourage students and faculty to do research Provide specific state-of-the-art laboratories for all major subjects particularly in Criminalistics Provides students with CEP Program Development of a functional placement Office Expose students in Cyber Crimes Investigation Offer new and relevant degree/course needed in industry/company Involve industry representatives in curriculum review Provide internet facilities for students Provide opportunities for continuing education for its faculty on a regular basis TOTAL 38 31 25 21 18 17 17 17 13 11 7 5 5 5 5 3 13.38% 100% Rank 1 2 3 4 5 5 7 Percentage 16.75% 1.51% 6.56% 3.32% 5.96% 5.02% 14.37% 6. 34.46% 1.04% 17.75% 1.05% 100% 2 3 4 5 6 7 7 7 10 11 12 13 13 13 13 17 . P a g e | 71 Table 30 Suggestion to Further Improve PCCR BS Criminology Curriculum Frequency Mandatory requirement of all students to undergo onthe-job training in Criminalistics and subjects.77% 7.64% 8.51% 8. Criminal Investigation Questioned Document Examination Ballistics Fingerprint (Dactyloscopy) Police Photography Polygraphy (Lie Detection) Narcotics Investigation SUB-TOTAL 16 8 7 5 4 4 3 47 Pct.89% 10. such as: Freq.75% 1.88% 8.33% 10.96% 5.49% Rank 1 47 Update and Improve laboratory facilities Develop English Proficiency Programs Emphasize development of good manners and right conduct.75% 1.96% 4. inculcate correct attitudes and work habits Organize exposure trips to relevant institutions Update books In the library More staff Development for faculty members Emphasize personality development.86% 2.
Criminology curriculum. organize exposure trips to relevant institutions at a frequency of 21 or 7.02 percent. emphasize personality development. and ranking last.32 percent. the suggestion to update and improve laboratory facilities ranked 2nd at a frequency of 38 or 13. good grooming and oral communication. Ballistics at a frequency of 7 or 14. After the mandatory OJT. then on 3rd.51 percent. Of which. next. Fingerprint (Dactyloscopy) at a frequency of 5 or 10. and encourage students and faculty to do research at a frequency of 17 or 5. P a g e | 72 Table 30 depicts that among the responses. provide specific state-of-the-art laboratories for all major subjects particularly in Criminalistics at a frequency of . update books In the library at a frequency of 18 or 6.04 percent of the 47. 4th. inculcate correct attitudes and work habits at a frequency of 25 or 8. the Criminal Investigation ranked 1st as the subject of choice at a frequency of 16 or 34.89 percent. 6th.38 percent.96 percent. develop English proficiency programs at a frequency of 31 or 10.37 percent. Narcotics Investigation at a frequency of 3 or 6.64 percent. the suggestion to make it a mandatory requirement for all students to undergo out of school on-the-job training in Criminalistics and other major subjects (at a frequency of 47 or 16.33 percent.S. then at 3rd. emphasize development of good manners and right conduct.77 percent 5th. 7th is shared by more staff development for faculty members to improve instruction.88 percent. 5th is shared by Police Photography and Polygraphy at frequencies of 4 or 8. followed by Questioned Document Examination at 2nd with a frequency of 8 or 17. 4th.49 percent) ranks as the top suggestion to improve the PCCR B.
P a g e | 73
13 or 4.56 percent; then, development of a functional placement office at a frequency of 7 or 2.46 percent; expose students in cyber crimes investigation, offer new and relevant degree/course needed in industry/company, involve industry representatives in curriculum review, and provide internet facilities for students followed, all sharing frequencies of 5 or 1.75 percent; and ranked last, provide opportunities for continuing education for its faculty on a regular basis at a frequency of 3 or 1.05 percent.
P a g e | 74
CHAPTER 5 Summary of Findings, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations of the study. This study was undertaken to assess the status of Philippine College of Criminology Graduates from academic year 2009-2010. Specifically, this study sought answers to the following questions: 1. What are the biographic characteristics of PCCR graduates with regard to: 1.1 1.2 1.3 1.4 1.5 1.6 2. Gender; Age bracket; Marital status; City of residence; Region of origin; and Ethnic group?
What are the educational, training and professional licensing qualifications of the respondents in terms of: 2.1 2.2 Whether currently enrolled in another degree program; Training/advance studies; 2.2.1 Reasons for pursuing advance studies 2.3 2.4 Professional licensure/eligibility examinations passed; Enrolment situation during tenure at PCCR; and 2.4.1 Regular or irregular;
P a g e | 75
2.4.2 Session and section; 2.4.3 Duration to complete B.S. Criminology; 2.4.4 If a transferee, school transferred from; and 2.4.5 Whether respondent was on a scholarship and if so, what type of scholarship 2.5 2.6 3. Reasons for pursuing B.S. Criminology; and Competencies learned in college found to be useful on the first job
What is the employment status of respondents in terms of: 3.1 Whether currently employed; 3.1.1 Reasons why if not yet employed 3.2 Present employment status; 3.2.1 If self-employed, skills learned in college they are able to apply 3.3 Current employer; 3.3.1 Industry; 3.3.2 Place of work; 3.3.3 Income level; 3.3.4 Job level position; 3.4 First job; and 3.4.1 How found; 3.4.2 How long did it take to land their first job; 3.4.3 Reasons for accepting first job;
What suggestions may be forwarded to further improve the PCCR B. type of work. practices.7 Reasons for staying on the job at first job. The primary aim of the study was to determine the status of the employability of graduates.6 How long did they stay at their first job. 3.4. to confirm if those (in section A1 and/or on a scholarship program) expected to be progressive in their career development are indeed progressing accordingly.S.8 Reasons for leaving (if no longer at first job) 4. . descriptive studies are purposive processes of gathering. According to Calderon and Gonzales (1993.4. the relevance of their course with their current employment. processes.4. classifying and tabulating data about prevailing conditions. Employability of graduates will be described in terms of the nature of employment. job satisfaction and reasons for job satisfaction. 3. P a g e | 76 3. analyzing. and. representing graduates from academic year 2009-2010 were involved in the study. their professional examination passed. Criminology curriculum The researchers utilized the descriptive method of research. A total of SIXTY-THREE (63) respondents. and 3.4.5 Job level position.4 Income level.4. trends and cause-effect relationships and then making adequate and accurate interpretation about such data with or without the aid of statistical tool. 3. 61).
From the responses.90 percent. city of residence. 1. What are the educational. . with a region of origin from the National Capital Region (NCR) at a frequency of 30 or 47. They are also predominantly in the 21-23 years old age bracket with 39 or 61. region of origin and ethnic origin in that a significant number of the respondents reside in Manila City (with a frequency of 27 or 42. what professional licensure/eligibility examinations they’ve passed. 2. region of origin and ethnic group: The respondents are represented mostly by males consisting of 54 or 85.86 percent).38 percent. what their enrolment situation was during their tenure at PCCR. age bracket. What are the biographic characteristics of PCCR graduates with regard to gender.71 percent out of 63. P a g e | 77 Summary of Findings The statement of the problem and the researchers’ hypothesis served as the frame of reference in presenting the salient findings of this research. Majority are still single at a frequency of 54 or 85.62 percent.71 percent. whether they are pursuing additional training/advance studies and reasons for pursuing. if they were regular or irregular. training and professional licensing qualifications of the respondents. whether they are currently enrolled in another degree program. we can also posit a relationship in the respondents’ residence. and. of the ethnic origin of Tagalog at a frequency of 33 or 52. marital status.
However.22 percent of the 45 have no other licenses or passed eligibility exams.22 percent of the 45 is passer of the Civil Service Sub-professional exam.35 percent) half (2 or 50. what type of scholarship.S. what school transferred from.S. 28 or 62. what their reasons were for pursuing a B. 1 or 2. and.43 percent. Criminology. NAPOLCOM and the board. of the small minority (at a frequency of 4 or 6.65 percent) are not enrolled in another degree program. and whether they were on a scholarship and if so. Criminology degree. 2 or 4.00 percent). This same group of 4 indicated that professional development ranks (at a frequency of 3 or 75. As to their tenure at PCCR. The respondents are also mostly board passers at 45 or 71.00 percent) as their primary reason for their pursuits of an advance degree while promotion ranks 2nd (at a frequency of 1 or 25. what competencies learned in college they found to be useful on the first job: A significant majority of the respondents (at a frequency of 59 or 93. how long it took to complete their B. From these board passers. if they are transferees.44 percent of the 45 are Civil Service Professional only in addition to being a board passer. and. 2 or 4.44 percent of the 45 are also Civil Service Professional exam passers in addition to NAPOLCOM. most were regular students (frequency of 54 .00 percent) are pursuing a bachelor of laws degree. P a g e | 78 what session. 12 or 26.00 percent) are pursuing graduate degrees in Criminal Justice and the other half (2 or 50.67 percent of the 45 are NAPOLCOM exam passers.
7 or 11. from their responses. reasons why. and. a little more than half (at 5 or 55.44 percent of the 9) attended morning sessions. 21 (or 38. Criminology coursework in exactly 4-years. what skills learned in college they are able to apply.89 percent of the 54) attended afternoon session. as it . From these. communications skills ranked the highest with 31 or 24. that if self-employed.03 percent. P a g e | 79 or 85.71 percent). As to how many were on a scholarship program.41 percent of the 54) attended morning sessions. Of the 9 or 14. 2 (or 3. pursuits of a law enforcement career in the Philippine National Police stood out as the most frequent answer at 51 or 48.70 of the 54). There were no transferees among the respondents.S. what their current employer is in terms of industry.S. evening sessions. What is the employment status of respondents in terms of whether they are currently employed and if not.71 percent.56 percent of the 9) attended the afternoon sessions and the difference (at 4 or 44. what their present employment status is. When asked which competencies learned in college was useful in the first job of the respondents.65 percent) have also indicated that they completed their B. The vast majority of the respondents (at a frequency of 59 or 93. 3. their place of work. 31 (or 57.11 percent of the respondents were on an academic scholarship during their time at PCCR. income level and job level position. Criminology program.29 percent of the respondents who were irregular students. As to their reasons for pursuing the PCCR B.
On the question of how long it took to land their first job. Of those currently employed. most (at a frequency of 22 or 64. job level position.03 percent who aren’t presently employed. and reasons for leaving (if no longer at first job): A little over half of the respondents at 34 or 53. reasons for accepting it. All those employed indicated that their job level position on their current employment is the same as that of their first job. walk-in stood out as the most common method used in finding their first job at 31 or 59. how long they stayed.97 percent are presently employed. all respondents indicated that they are all employed locally. reasons for staying on the job.89 percent of the 36 total responses.85 percent). The resulting responses from those unemployed show that lack of eligibility ranks first in their reasons for being unemployed at 14 or 38. As to their place of work (whether local or abroad). most are regular or permanent employees at a frequency of 23 or 67.65 percent.000. As to income level.71 percent) indicate that their monthly gross income at their present employment is in the range of P15. how long it took to land.90 percent indicate that 1 to 6 .62 percent. their income level.41 percent of the 29) indicated that they’ve never been employed while 8 (or 27.59 percent of the 29) were previously employed. Of the 29 or 46. P a g e | 80 relates to their first job. 21 (or 71. 26 or 61. how it was found. Law enforcement is the major line of business of the employers for most (at a frequency of 20 or 52.000 to less than P20. As to how their first job was found.
region of origin and ethnic origin in that most reside in Manila City.46 percent with Criminal Investigation ranked as their subject of choice. the following conclusions are drawn: 1.S. Conclusions Based on the findings. What suggestions may be forwarded to improve the PCCR B. career challenge is the most widely reason at a frequency of 22 or 52. . their primary reason for leaving is salaries and benefits at a frequency of 6 or 40. 24 or 57. P a g e | 81 months is the time it took them to land their first job. Criminology curriculum: As to suggestions on how to further improve the PCCR BS Criminology curriculum. 8 or 72.00 percent of the 15 total responses.00. The graduates are mostly males who are in the 21-23 years old age bracket.14 percent earned a range of P15. Their primary reason for staying at their first job is that they consider it their dream job (at a frequency of 22 or 36. the respondents ranked the need for a mandatory requirement of all students to undergo out of school on-the-job training in Criminalistics and other major subjects as their top suggestion at a frequency of 32 or 15. There is also an evident relationship in their residence. As to their length of stay at their first job.38 percent. In terms of reasons for accepting their first job. 4.67 percent). In terms of income level on their first job. Majority are single. And for those who are no longer employed with their first job.37 percent stayed 1 to 6 months.000 to less than P20.
While many are not pursuing another degree program. most belonging to a Tagalog ethnic origin. the small minority that are. Some with added eligibilities like NAPOLCOM. As to their tenure at PCCR. justifying their 1 to 6 months stay at that . As to their first job after college. Criminology program is to pursue a law enforcement career in the Philippine National Police. Civil Service Professional and Civil Service Sub-professional. Nearly all the graduates completed their B. 3. and.000 to less than P20. All are employed locally with income levels ranging P15. 2. are pursuing advance degrees primarily for professional development reasons in related course of study such as Master of Science in Criminal Justice and Bachelor of Laws.S.000. Most of the graduates are already employed on a full time or permanent basis as non-commission officers in the field of law enforcement. The graduates are also mostly licensed criminologists. The graduates feel that communication skills is the greatest competency they’ve learned in college which they found useful at their first job.000.S.000 to less than P20. finding it by simply walking-in to apply. Criminology coursework in exactly 4-years. Their income then parallels that of their current job at a range of P15. P a g e | 82 region of origin from the National Capital Region (NCR). many took 1 to 6 months to get a job. They cited career challenge to be their reason for accepting their first job. A small number were academic scholars. Their primary reason for pursuing the PCCR B. most were regular students mainly attending morning and afternoon sessions.
Criminology curriculum. PCCR should also look to improving laboratory facilities. Recommendations From the findings and conclusions. 2. the following recommendations are hereby presented: 1.S. As it pertains to Criminological Research and Statistics students – every effort should be considered in learning as much from the GTS thesis as possible . most especially those used in Criminalistics. to ascertain the career progression trends among its graduates. Being the top suggestion from respondents for improving the PCCR B. the respondents ranked the need for a mandatory requirement of all students to undergo out of school on-the-job training in Criminalistics and other major subjects as their top suggestion citing Criminal Investigation as their top subject of choice. 3. they cite lack of eligibilities as the reason. 4. As to suggestions on how to further improve the PCCR BS Criminology curriculum. Of those who are not yet employed. As well. P a g e | 83 first job as a dream job. PCCR should conduct a periodic Graduate Tracer Study on its alumni in order to continually measure its effectiveness in preparing for and ensuring the success of graduates in their criminology-related careers. while those were previously employed who have already left their first job cite salaries and benefits as their reason for leaving.
. P a g e | 84 since it provides a good basis in helping them map their steps towards career progression.
Economics of Education Research and Studies. P a g e | 85 BIBLIOGRAPHY BOOKS Hungate. Education Manpower and economic Growth: Strategies and Human Resources and Development. Education and Jobs. 1995.. George.L. Vocational Education and Occupational Education: An Approach in Defining the Difference. Berg. Sterling Publishing Ltd. Hopke. I.E. Philosophy of Philippine Education. W.. R. 1975. Englewood. New York: Academic Press. Oxford: Pergamon Press. Ohio State University Press. India. Hoyt. Ilinois. D. Ohio State University Press. Elevazo.. R. Manila.L.. Introduction to Services. National Bookstore. Bose.A. New York: Mcgraw-Hill Book Co. 1976. Libraries Unlimited Inc. the Great Training Robbery. 1993. . J. Elevazo. Psacharopolous. 1975.. Career Education. Chicago. MG Co. A.P.. The Relationship of Higher Education and The Labor Market. 1971. 1994. Boston: Beacon Press. 1987. The Encyclopedia of Careers and Vocational Guidance. Jr. The Great American Degree Machine. A Critique on the Over-Educated American. 1993. and Haft. Colorado. S. New York: Mcgraw Hill Publishers. New Delhi. Boston: Beacon Press. 1975. 1976.. Adkins. K. Evans. Frederick and Charles Myer.. E. H.. S. Marland. Career Education Now.. Freeman. Information Science: Principles and Practice. 1975. Charner..
Manila. UNPUBLISHED MATERIALS Bajada. Bonot. L.. (1983) “Effectiveness of BSIE Programs of Three State Technological College in Metro Manila. Russel W. Technological University of the Philippines. 1984. Unpublished Masters Thesis. PWU. College as Training Grounds for Jobs. University of Santo Thomas..al. . PCCr. TUP. Sevilla. Manila. Marietta A. Romeo M. New York: Praeger Press. Job Market for College Graduates.B. Manila. “A Follow-up Study of the Education Graduates of Bataan State College from 1992-1995” Unpublished Masters Thesis. Beringa. A. Manila. PCCr. Teofilo S. Manila. Magcamit.. (1997) “Employability of Graduates of BSIE-HE of Marinduque State College: Implication to Curricular Improvement” Unpublished Master’s Thesis. Natividad L. Unpublished Masters Thesis. 1977.” Unpublished Masters Thesis. Dumronglitwitthaya. C.” Unpublished Doctoral Dissertation. 2000. Virgen de los Remedios College Division of Graduates Studies and Research. (2000) “A Five Year Tracer Study of the BS Criminology Graduates.. Menorca. Solomon. Rex Bookstore Manila.(2010) “A Five Year Tracer Study of the BS Criminology Graduates.. Nicomedes M. Manila. Manila.(1976) “Middle-Level Skills in State Industrial Colleges: Its Relevance to National Development” Unpublished Doctoral Dissertation. Petch-Yong. (1988) “Effectiveness of BSIE Programs of the Marinduque Institute of Science and Technology. et. (1980). P a g e | 86 Rumberger. Eustaquio. Virgilio Jr. Gapasin. New York: McMillan Publishing Company. “Productivity and Job Performance of Graduates of Dual Tech Training in the Philippines” Unpublished Doctoral Deissertation. Research Methods. (1995). Dolores R. TUP.
A. P a g e | 87 Silva. ELECTRONIC REFERENCE Austero. Rizal. Unemployment Rate Puts Pressure on Obama (Update2) Updated: March 7.. J.G.Journal of Community Service Learning. William O. Ricardo A. 2012 from http. (1983). 2007.nsf/Looup/4102.abs. (2005) “Employability of the Bachelor of Technology Graduates in the University of Rizal System-Morong” Unpublished Master’s Thesis..S. TUP. TUP. Aida L. Manila. 2012 from . Philippine College of Criminology. Consorcia A.au/AusSTATS/abs@.0Chapter7002008 Bob Willis. (1993) “Employability of the College Graduates of Los Baños College of Fisheries 1985-1989” Unpublished Master’s Thesis.com/?page=bongAusteroJune282006 Australian Bureau of Statistics (2008) Retrieved February 12. Morong. (1991) “Employability and Productivity of the Grduates of the Three-Year Technical Education Courses in the TiburcioTancinco Memorial Institute of Science and Technology” Unpublished Master’s Thesis. Surging U. Velasco. Manila. MANUAL OF DISCIPLINE FOR STUDENTS.P. Elevazo. “Are the Tertiary Level Curricula Relevant to National Development?” (PASUC research) Journal 1:38.gov. 2012 from http://www. (1995) A Service Learning Curriculum for Faculty. (1995) “Employability and Productivity of the Grduates of Bachelor of Science in Industrial Technology of San Pablo City National School of Arts and Trades” Unpublished Master’s Thesis. Retrieved March 4. Manila. Bong (2006) Mismatch between skills and Jobs.2001) Across the Nation. 2009 13:07 EST: Retrieved March 3.//www.Manilastandardtoday. Tobes. A. JOURNALS AND DIGEST Bringle R. TUP. Philippine Daily Inquirer (March 27. Tica. CHED’s “Philippine 2000”: The Current State of Higher Education in the Philippines. and Hatcher.
Eschborn and Kassel. and Salas.bloomberg. June 1. P a g e | 88 http://www.CHED & XU Tracer Study Questionnaire.org/doc/repository/RS2008a.nz/stories/POO811/S00196. 2012 from http//www.com/2007/06/01ched-commisions-csc-to-conducttracer-study/ Cinches.com/apps/news?pid=20061103&sid=a2sWinElj58U&refer= news CHED Commissions CSC to Conduct Graduate Tracer Study.2012 from http://csresearch.dewz1pjoectworkmatq_aau96.th Schomburg.pdf .ait.J.+Cinches++btnG+Search President Gloria Macapagal Arroyo. Retrieved February 25. 2008 Workforce Profile of the Public Service (November 14.greatnews.wordpress.sea-euma. 2012 from http://www. Retrieved February 3. 2012 from www.Harald:(September 2003) “Standard Instrument and Employer Surveys”.de/wz1 State Services Commission. 2012 from http://www.co.com/search?hl=en&g=CHED=%26+XU+Tracer+Study+Questi onnaire%2C+Tracer+Study+Proposal+by+Dr.uni-kassel.+F. 2012 from http://www. May 18.ntaccounts.ph/…pgma-cites-schools’-role-in-strenthening-philippineeconomy/-neka-cache Racelis.1995. Retrieved February 23.pdf Regmi. SagunBista (2006) Tracer Study Urban Environmental Management Graduates 1998-2005 .uni-kassel.Rachel H.ac. 2012 from http://www. Tracer Study Proposal.Punya Prasad BimalendoMohanty.scoop.google. 2010. Retrieved March 20. 2008) Retrieved March 18. Cites School Role in Strengthening Economy.Version 2 Retrieve March 5.htm Survey of Graduates of the University XYCORE QUESTIONNAIRE. Labour Force Participation Continues to Rise. F. 2007 Retrieved March 23. 2012 from http://www.Mlan S. (January 2008) A Note on Defining the Dependent Population Based on Age Retrieved March 15.
aau. Retrieved from March 4.edu/sa/Survey/JSMUsedbyUSCDGrads.com/uplb.html Tracer Education Commission.UK/South _Africa/SYM_Schomburg_Sawyer.wwu.com/netcom/experience. Tracer Study of PUP Graduates. Retrieved February 24.geocites. Kenya. Mauritius (UTM) Graduate Tracer Study 2007.edu. Encyclopedia. Retrieved February 24.pdf Kaijage.ac. 2012 from http://www. Retrieved March 6..UK/South _Africa/SYM_Schomburg_Sawyer. 2012 from http://pup. University of Malawi-The Polytechnic.yomari.S in Industrial Technology Retrieved March 4. Uganda.org/wiki/Industrial_Technology Western Washington University College of Science and Technology B. and Chiyama. 2010 from http://www. P/Bag 303. 2012 from http://www.ac.Chedzrc/septdec2006. P a g e | 89 Successful Job Research Methods. Chichiri. Retrieved February 12. University Mauritius (UoM) and the University of Technology.P.wikipedia. darEs Salaam. 2012 from http://www. A Tracer Study of the Faculty of Commerce and Management Graduates. 2012 from http://www.org/studyprogram/notpub/ZEMBERE. Erasmus.N. 2012 from http://en.uscd. (1998). Graduate Tracer Study. A comparative Study of Makarere University Graduates of the Faculties of Arts and Science. THE UNIVERSITY OF MALAWI GRADUATE TRACER STUDY 1996.com/doc/715033/Tracer-Study. (1999).edu/advising/MajorGuides/Industrial-Technology-bs. (1999). 2012 from http://srne. Retrieved March 5.pdf Wikipedia.pdf University of the Philippines Los Baños 2001-2004. Retrieved March 7. 2012 from http://career.ph/downloads/files/CCCMIT/Questionnairre. Industrial Technology Retrieved March 3. M.html .pdf Zembere. Nairobi. S.M. How to conduct Tracer Study in Africa: Approaches and experiences. Retrieved March 14.scribd. Muhammad K. Gerald N. Blant. 2012 from http://srne.html1 Mayanja.html1 Kimani.
Tracer Study on High School Graduates. 2012from http://www.rapenet. Enugbu.com/netcom/experience. (2000). . Kenneth (1998).yomari. Transmission from Study to Work in Sub-Saharan Africa.html Rapenet. Retrieved March 8. O.701542.org/private/decs/tracer/intro/html. Nigeria. Retrieved March 14. P a g e | 90 Omeje. 2012 from http://www.
we would be grateful. Criminology degree at PCCR. may we impose on you to fill out the attached Questionnaire/Survey. Danilo R. Licudine Rosemarie F. Camerino. Amante Criminology 6 Professor . As part of our Criminological Research and Statistics course at PCCR. Rodel Deodato Noted by: Dr. if you we can impose on you for a few minutes. progressing with your career plans. Jr. 3. That said. 2. Geneva N. Diosdato A. We hope this correspondence finds you well. Respicio Felix Z. P a g e | 91 Appendix “A” Dear Graduates.S. Thank you in advance for your time and cooperation. 4.S. Jr. We know you are likely busy. A key component of that study is collected data from Batch 2010 graduates. 5. Levite. Your information will be used solely for this purpose and it will not be shared with anyone. It’s been 2 years since you completed your B. Criminology degree holders who graduated on 2010. Bu. we are conducting a research study on the employability of PCCR B. 4-A1 Group 2: 1.
) ETHNIC GROUP [ ] NCR [ ] CAR [ ] ARMM [ ] CARAGA [ ] Akeanon/Aklanon [ ] Bikol [ ] Binisaya/Bisaya [ ] Boholano [ ] Capizeno [ ] Cuyunon [ ] Hamtikanon [ ] Kapampangan [ ] Maguindanao [ ] Maranao [ ] Masbateno [ ] Pangasinan [ ] Rombloanon [ ] Surigaonon [ ] Tagalog [ ] Tausug [ ] Waray [ ] Yakan [ ] Zamboangaeno/Chavacano [ ] Other (please indicate below) _____________________ .) LOCAL ADDRESS [ ] PUT A CHECKMARK HERE IF SAME AS PERMANENT ADDRESS STREET ADDRESS BARANGAY CITY 4. Sta.) REGION OF ORIGIN (BIRTH PLACE) [ ] 18‐20 years old [ ] 21‐23 years old [ ] 24‐26 years old [ ] over 26‐years old [ ] Region 5 [ ] Region 6 [ ] Region 7 [ ] Region 8 [ ] Hilgaynon/Ilonggo [ ] Ifugao [ ] Ilocano [ ] Ivatan/Itbayat [ ] Kalinga [ ] Kamayo [ ] Kankaney [ ] Single [ ] Married [ ] Legally Separated [ ] Region 9 [ ] Region 10 [ ] Region 11 [ ] Region 12 [ ] Widowed [ ] Single parent [ ] Region 1 [ ] Region 2 [ ] Region 3 [ ] Region 4 8b. P a g e | 92 Appendix “B” SURVEY QUESTIONNAIRE PHILIPPINE COLLEGE OF CRIMINOLOGY 641 Sales Street.) PERMANENT ADDRESS STREET ADDRESS BARANGAY 3.) MARITAL STATUS [ ] Male [ ] Female 8a. PROFILE 1.) AGE BRACKET 7. Manila Control Code ___________ Dear Graduate: Good day! Please complete this Graduate Tracer Survey questionnaire as accurately and honestly as possible by checking ( ) the box corresponding to your response. GRADUATE TRACER SURVEY (GTS) A. Your answers to this survey will be treated with the strictest confidentiality.) YOUR FULL NAME SURNAME FIRST NAME MIDDLE NAME CITY PROVINCE PROVINCE LAND LINE NUMBER 2. Your answers will be used for research purposes in order to assess employability of the graduates of the Philippine College of Criminology and eventually. improve course offerings of your alma mater. Write “N/A” where no‐applicable. Cruz.) GENDER 6.) CONTACT INFO EMAIL FACEBOOK USERNAME MOBILE NUMBER PERSONAL INFORMATION 5.
) DEGREE TYPE [ ] Baccalaureate [ ] Vocational [ ] Masteral 12. TRAINING. EDUCATION.) HOW LONG DID IT TAKE FOR YOU TO COMPLETE YOUR B.) PROFESSIONAL EXAMINATIONS PASSED/ELIGIBILITIES [ ] PRC Criminologist Licensure Examination [ ] NAPOLCOM Police Entrance Examination [ ] Civil Service (CSC) [ ] Professional [ ] Sub‐professional _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ DURING YOUR TENURE AT PCCR 15. TITLE OF TRAINING OR ADVANCE STUDY DURATION AND CREDITS EARNED NAME OF TRAINING INSTITUTION/COLLEGE/UNIVERSITY ________________________ ________________________ ________________________ ________________________ ________________________ 13.) SCHOLARSHIP TYPE [ ] YES [ ] NO [ ] Academic [ ] Athletic [ ] Other (please specify) ____________________________ [ ] Affordable for the family [ ] Prospect of attractive compensation and benefits [ ] Opportunity for employment abroad [ ] Security of tenure of prospective job [ ] No particular choice or no better idea [ ] Others (please specify below) ___________________________________ 20. P a g e | 93 B.) WHAT MADE YOU PURSUE ADVANCE STUDIES? [ ] For promotion [ ] For professional development ______________________ ______________________ ______________________ ______________________ ______________________ __________________________ __________________________ __________________________ __________________________ __________________________ [ ] Mandatory requirement of the job [ ] Other (please specify) ___________________________ DATE TAKEN RATING 14. CRIMINOLOGY? [ ] Morning: A ‐ __ [ ] Afternoon: B ‐ __ [ ] Evening: C ‐ __ 19a.S.S. CRIMINOLOGY (select all applicable) To pursue a career in law enforcement at: [ ] Philippine National Police [ ] National Bureau of Investigation [ ] Bureau of Fire Protection [ ] Bureau of Corrections [ ] Industrial Security and Management [ ] Criminalistics [ ] Preparatory course for law [ ] Influence of parents or relatives [ ] Peer influence [ ] Inspired by a role model [ ] Strong passion for the profession [ ] Prospect for immediate employment [ ] Status or prestige of the profession [ ] Prospect of career advancement .) IF YOU WERE A TRANSFEREE. indicate the section you were with the longest) 17.) REASONS FOR TAKING UP B. Use an extra sheet if needed.) SESSION AND SECTION (If more than 1.) TRAINING/ADVANCE STUDIES ATTENDED AFTER COLLEGE 11.) COURSE ________________________________________ Please list all professional or work‐related training program(s) including advance studies you have attended after college. AND PROFESSIONAL LICENSES AT PRESENT 9.) ENROLLMENT STATUS [ ] Regular [ ] Irregular 16.) ARE YOU CURRENTLY ENROLLED IN ANOTHER COLLEGE DEGREE PROGRAM? YES [ ]* *Please complete the following only if you answered YES above 10.) WERE YOU ON SCHOLARSHIP (during and until graduation) [ ] Under 4‐years [ ] 4‐years [ ] Over 4‐years 18. FROM WHAT SCHOOL 19b.
) ARE YOU PRESENTLY EMPLOYED? [ ] Yes [ ] No [ ] Never been employed IF YOU ARE NOT PRESENTLY EMPLOYED 22. EMPLOYMENT 21. P a g e | 94 C.) COMPANY NAME 27.) JOB TITLE OR POSITION [ ] Military service [ ] Law [ ] Industrial security [ ] Criminalistics [ ] Academe/Education [ ] Private investigation [ ] Other (please specify) ___________________________ ___________________________ ___________________________ 28.) MAJOR LINE OF BUSINESS OF THE COMPANY YOU ARE PRESENTLY EMPLOYED IN (CHECK ONLY ONE) [ ] Law enforcement [ ] Jail and Correctional Administration [ ] Bureau of Fire Protection [ ] Aviation Security [ ] Criminal Justice and Public Safety YOUR PRESENT OCCUPATION 26.) PLACE OF WORK IF THIS IS YOUR FIRST JOB AFTER COLLEGE 30.) HOW LONG DID IT TAKE YOU TO LAND YOUR FIRST JOB? [ ] Less than a month [ ] 1 to 6 months [ ] 7 to 11 months [ ] 1‐year to less than 2‐years [ ] 2‐years to less than 3‐years [ ] 3‐years to less than 4‐years [ ] Other reason(s) (please specify) ___________________________ ___________________________ .) REASON(S) WHY YOU ARE NOT YET EMPLOYED (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Lack of eligibility for the desired job [ ] Advance or further study [ ] Family problem and decided not to find a job IF YOU ARE EMPLOYED 23.) HOW DID YOU FIND YOUR FIRST JOB [ ] Local [ ] Abroad [ ] Response to an advertisement [ ] Walk‐in applicant [ ] Recommended by someone [ ] Information from friends [ ] Arranged by school’s job placement office [ ] Family business [ ] Job fair or Public Employment Service Office (PESO) [ ] Offered by the employer [ ] Recommended by a Politician [ ] Recommended by the school alumni [ ] Through my high academic performance [ ] Other reason(s) (please specify) __________________________ 31.) PLACE OF ASSIGNMENT/DEPARTMENT 29.) WHAT SKILLS IN COLLEGE WERE YOU ABLE TO APPLY IN YOUR WORK _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ INDUSTRY 25.) PRESENT EMPLOYMENT STATUS [ ] Health‐related reasons [ ] Lack of work experience [ ] No job opportunity [ ] Did not look for a job [ ] Other reason(s) (please specify) __________________________ __________________________ [ ] Regular or permanent [ ] Temporary IF YOU ARE SELF‐EMPLOYED [ ] Casual [ ] Contractual [ ] Self‐employed 24.
00 38.000.00 [ ] Others (please specify) ___________________________ [ ] Less than a month [ ] 1 to 6 months [ ] 7 to 11 months [ ] 1‐year to less than 2‐years [ ] 2‐years to less than 3‐years [ ] 3‐years to less than 4‐years [ ] Other reason(s) (please specify) ___________________________ ___________________________ 35.) HOW MUCH DO YOU EARN IN YOUR PRESENT JOB ON A MONTHLY BASIS? [ ] below P5.00 to less than P10.00 to less than P20.000.00 [ ] Others (please specify) ___________________________ FIRST JOB PRESENT JOB Rank or Clerical Professional.00 to less than P10.00 [ ] P10.000.000.000.000.00 to less than P15.00 [ ] P5.00 to less than P15. Technical or Supervisory Managerial or Executive Non‐commissioned Officer Commissioned Officer Self‐employed [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] .00 [ ] P10.) JOB LEVEL POSITION JOB LEVEL [ ] P15.000.) WHAT WERE YOR REASON(S) FOR LEAVING YOUR FIRST JOB (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Already acquired eligibility for the preferred job [ ] Opening of quota or recruitment commence for an aspired work [ ] Salaries and benefits [ ] Career challenge [ ] Related to special skills [ ] Career challenge [ ] Proximity to residence [ ] Other reason(s) (please specify) ___________________________ ___________________________ 37.) HOW LONG DID YOU STAY AT YOUR FIRST JOB [ ] P15.000.00 to less than P20.000.000.00 34.) WHAT ARE YOUR REASON(S) FOR STAYING ON THE JOB AT YOUR FIRST JOB? (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Dream job [ ] Good working environment [ ] Harmonious relationship with co‐ workers [ ] Salaries and benefits [ ] Career challenge IF THIS IS NOT YOUR FIRST JOB AFTER COLLEGE [ ] Related to special skills [ ] Related to course or program of study [ ] Proximity to residence [ ] Peer influence [ ] Family influence [ ] Other reason(s) (please specify) __________________________ __________________________ __________________________ __________________________ 36.) WHAT IS YOUR INTIAL GROSS MONTHLY EARNING IN YOUR FIRST JOB AFTER COLLEGE? [ ] below P5.000.000. P a g e | 95 32.000.00 [ ] P5.) WHAT WERE YOR REASON(S) FOR ACCEPTING THIS FIRST JOB (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Lack of eligibility for the desired job [ ] No quota or recruitment in [ ] Related to special skills [ ] Lack of necessary requirements for the [ ] Proximity to residence the desired field of work aspired job [ ] Other reason(s) (please specify) [ ] Salaries and benefits [ ] Lack of funds to support the application [ ] Career challenge ___________________________ ___________________________ 33.000.
) WHAT COMPETENCIES LEARNED IN COLLEGE DID YOU FIND VERY USEFUL IN YOUR FIRST JOB (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Traffic Management and Accident Investigative Skills [ ] Knowledge in Jail and Correctional Administration [ ] Investigative Skills [ ] Combat Shooting Skills [ ] Questioned Documents Examination Skills [ ] Fingerprint Identification Skills [ ] Communications Skills [ ] Firearms Identification Skills [ ] Human Relation Skills [ ] Martial Arts Skills [ ] Background in Intelligence Gathering [ ] Problem‐solving Skills [ ] Other and Surveillance skills (please specify) ___________________________ [ ] Knowledge in Police Photography ___________________________ [ ] Knowledge in Lie Detection Process [ ] Knowledge in Drug Education and Pertinent Laws [ ] Familiarity with Different Criminal Laws.) SUGGESTIONS TO FURTHER IMPROVE THE PCCR BSCRIM CURRICULUM (YOU MAY CHECK MORE THAN ONE ANSWER) [ ] Development of a functional placement Office [ ] Mandatory requirement of all students to undergo out of school on‐the‐job training in Criminalistics and other major subjects. inculcate correct attitudes and work habits [ ] Develop English Proficiency Programs [ ] Involve industry representatives in curriculum review [ ] Emphasize personality development. Jurisprudence and Procedures 40. good grooming and oral communication [ ] Update books In the library [ ] Provide internet facilities for students [ ] Organize exposure trips to relevant institutions [ ] Provide opportunities for continuing education for its faculty on a regular basis [ ] Encourage students and faculty to do research [ ] Other suggestions (please specify) __________________________________________________________________________________________ __________________________________________________________________________________________ Thank you for taking the time out to fill out this questionnaire. PCCR B.S. P a g e | 96 D. such as: [ ] Fingerprint (Dactyloscopy) [ ] Questioned Document Examination [ ] Ballistics (Firearms Identification and Investigation) [ ] Narcotics Investigation [ ] Criminal Investigation [ ] Police Photography [ ] Polygraphy (Lie Detection) [ ] Provides students with Comprehensive Examination Program (CEP) [ ] Expose students in Cyber Crimes Investigation [ ] Provide specific state‐of‐the‐art laboratories for all major subjects particularly Criminalistics [ ] More staff Development for faculty members to improve instruction [ ] Update and Improve laboratory facilities [ ] Offer new and relevant degree/course needed in industry/company [ ] Emphasize development of good manners and right conduct. . in Criminology (BSCrim) IF THE PCCR BSCRIM CURICULLUM IS RELATED TO YOUR FIRST JOB 39.
Taguig City -November 28-Decembe 01. Philippine Marine Corps. Pasay City 2004-2008 Philippine College of Criminology 641 Sales St. Manila 2008 to present Secondary : College : SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters. Cruz. Sta. Western Bicutan. 1993 Suyo. P a g e | 97 CURRICULUM VITAE PERSONAL DATA : Name Date of Birth Place of Birth Address Contact no. Western Bicutan. Taguig City 1998-2004 Pasay City South High School Villamor Air Base. Taguig City 09476116905 Single Brigido Ballan Licudine Luzviminda Nacionales Licudine Roman Catholic EDUCATIONAL BACKGROUND: Elementary : Tenement Elementary School Tenement. Bonifacio Naval Station.. Marital Status Name of Father Name of Mother Religion : : : : : : : : : Geneva Nacionales Licudine March 28. Ilocos Sur 2545 Balatan Street. 2008 .
2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa. Taguig City. Camp Aguinaldo. Quezon City -September 25. Parañaque City -January 20. Cruz.2011 Airport Security Awareness Seminar -Airport Police Department Headquarters. P a g e | 98 Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headquarters Philippine College of Criminology Reserve Officer Training Corps Unit No. 2011 PCCR First Mock Crime Scene Investigation -Police Seminar Hall. Sta. Muntinlupa -October 01. Manila First Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -New Biliid Prison. Bicutan.. 2012 Pabaon Seminar 2012 -(JFAB Hall) 641 Sales Street Sta. Cruz. JFAB Bldg. Philippines -March 11. Chapel Rd. 2012 Manila International Airport Authority Administration and Employee’s Rules and Regulation Seminar -MIAA Admin Bldg. Manila -March 10. 2011 COMGUILD 4th ANNUAL Conference of Criminology and Political Science Students of the Philippines (Certificate of Participation) -AFP Theatre. PCCr -February 17. 2012 Dean Lister Society-Honors’ Society (2008-present) . 641 Sales Street. Parañaque City -January 13.
2011 . Camerino Roman Catholic EDUCATIONAL BACKGROUND: Elementary : Wettengel Elementary School Dededo. Philippines -March 11. Camerino Herminia Z. Muntinlupa -October 01. 2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension and Outreach Program (Certificate of Participation) -Camp Bagong Diwa.. Sta. Guam Encinal High School Alameda. Taguig City. P a g e | 99 CURRICULUM VITAE PERSONAL DATA : Name Address Contact no. 54 Kapiligan St.. Jr. California USA Philippine College of Criminology 641 Sales St. Manila Secondary : College : SEMINARS ATTENDED: First Correctional Administration Educational Tour and Community Extension and Outreach Program (Certificate of Participation) -New Biliid Prison. Bicutan. Quezon City 0917-737-1586 Single Felix L. Cruz. Marital Status Name of Father Name of Mother Religion : : : : : : : Felix Zamora Camerino.
JFAB Bldg. P a g e | 100 COMGUILD 4th ANNUAL Conference of Criminology and Political Science Students of the Philippines (Certificate of Participation) -AFP Theatre. PCCr -February 17. Camp Aguinaldo. 2012 . Quezon City -September 25.2011 PCCR First Mock Crime Scene Investigation -Police Seminar Hall.
High School Caloocan City 2004-2008 Philippine College of Criminology 641 Sales St. 2008 . lot 7 Phase 3 Pampano Street Malabon City 09179283427 single Amadeo A. Cruz. P a g e | 101 CURRICULUM VITAE PERSONAL DATA : Name Date of Birth Place of Birth Address Contact no. Asistio Sr. Deodato Roche L. Sta. 1991 Tondo Manila Blk 7 G. Bonifacio Naval Station.. Deodato Roman Catholic EDUCATIONAL BACKGROUND: Elementary : Ninoy Aquino Elementary School Malabon City 1998-2004 Macario B. Deodato September 17. Civil Status Name of Father Name of Mother Religion : : : : : : : : : Rodel L. Manila 2008 to present Secondary : College : SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters. Taguig City -November 28-Decembe 01. Philippine Marine Corps.
2010 United Nations 2010 Lecture-Symposium (International Year of the Youth And Their Roles Toward The Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) . Muntinlupa -October 01. Philippines.Justice Felix Angelo Sports Center. 2011 . -October 27.Taguig City. 641 Sales Street. Manila.Justice Felix Angelo Sports Center. Manila. Manila First Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -New Bilibid Prison. -October 27. Manila. Philippines. Cruz. 2010 Second Criminal Justice System and Correctional Administration Educational Tour And Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa. Philippines -March 11.Justice Felix Angelo Sports Center. -October 26. 2010 United Nations 2010 Lecture-Symposium (Environmental Degration as a Threat To Human Security) -Philippine College of Criminology (PCCr) . P a g e | 102 Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Reserve Officer Training Corps Unit No. 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) . Philippines. Bicutan. Sta.
P a g e | 103
CURRICULUM VITAE PERSONAL DATA : Nick Age Date of Birth Civil Status Height Fathers Name Mothers Name : : : : : : : Theng 19 August 14,1991 Single 5’5 Danilo Levite Sr. Nilva Levite
PHILIPPINE COLLEGE OF CRIMINOLOGY 2008-2012 PASAY CITY WEST HIGH SCHOOL 2004-2008 JOSE RIZAL ELEMENTARY SCHOOL 1998-2004
SEMINARS ATTENDED: YLS (Youth Leadership Summit 2008) -Headquarters, Philippine Marine Corps, Bonifacio Naval Station, Taguig City -November 28-Decembe 01, 2008 Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Peserve Officer Training Corps Unit Nr 641 Sales Street, Sta. Cruz, Manila
P a g e | 104
First Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -New Biliid Prison, Muntinlupa -October 01, 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 26, 2010 United Nations 2010 Lecture-Symposium (International Year of the Youth and their Roles toward the Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 United Nations 2010 Lecture-Symposium (Environmental Degration as a Threat to Human Security) -Philippine College of Criminology (PCCr) - Justice Felix Angelo Sports Center, Manila, Philippines. -October 27, 2010 Second Criminal Justice System and Correctional Administration Educational Tour and Community Extension And Outreach Program (Certificate of Participation) -Camp Bagong Diwa, Bicutan, Taguig City, Philippines -March 11, 2011
P a g e | 105
CUR RRICULUM VITAE M PERSONAL DATA P L Name N Date of Birth D h Place of Birt P th Address A Contact no. C Civil C Status Name of Fat N ther Name of Mo N other Religion R : : : : : : : : : Rosem marie F. Respicio Februa 26, 1992 ary Quezo City on 89 Ba St. SFD Quezon City aler DM 090585 581127 Single Robert Respicio t Lourde Respicio es o Roman Catholic n
EDUCATION BACK E NAL KGROUND: Elementary E : Bunga Elementa School ad ary M.H Del Pilar Brg Bungad Q.C gy. 1996-2 2004 Ramon Magsaysa High School (Cuba n ay ao) Cubao Q.C o 2004-2 2008 Philipp pine College of Crimino e ology 641 Sa ales St., Sta Cruz, Ma a. anila 2008 to present o
SEMINARS ATTENDE S ED: PNP Men Opposed to Violence Against W P O o Women Eve erywhere (M MOVE) -C Camp Cram Multi-purpose Hall, QC me -J 28,2011 Jun
Justice Felix Angelo Sports Center. Issues and Prospects.. Muntinlupa -October 01. (2011-present) . Philippines. 2010 United Nations 2010 Lecture-Symposium (International Year of the Youth And Their Roles Toward The Presentation Of Biodiversity) -Philippine College of Criminology (PCCr) . Manila First Correctional Administration Educationsl Tour And Community Extension And Outreach Program (Certificate of Participation) -New Bilibid Prison. 2010 United Nations 2010 Lecture-Symposium (Environmental Degration As a Threat To Human Security) -Philippine College of Criminology (PCCr) . Police Seminar Hall. Sta. 2010 United Nations 2010 Lecture-Symposium (The Role of the Youth in Nation Building) -Philippine College of Criminology (PCCr) . Sta.Justice Felix Angelo Sports Center. 2010 The Legal Aspect of Criminal Justice System and Current Trends and Perspective in Criminology. Manila. -October 26. Manila. -October 27. -October 27. Cruz.Justice Felix Angelo Sports Center.2011. Philippines. Honor Society. . Cruz.October 1. P a g e | 106 Reserve Officers Training Corps (ROTC) Component National Service Training Program (NSTP) (Certificate of Completion) -Headqurters Philippine College of Criminology Peserve Officer Training Corps Unit Nr 641 Sales Street. Manila.Philippine College of Criminology. PCCR Dean’s Lister Society. Manila .641 Sales St. Philippines. Theme: The Philippine Criminal Justice System: Trends.