A TRACER STUDY OF THE GRADUATES OF TOURISM PROGRAMS

OF TORRIJOS POBLACION SCHOOL OF ARTS AND TRADES (TPSAT)

FROM 2008 – 2012

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Statement of the Problem

Specifically, this particular study sought to answer to the following questions:

1. What is the profile of the graduates of the Tourism Program in TPSAT in terms of:

1.1 national certificates acquired;

1.2. employment data after graduation;

1.2.1. length of job search after graduation,

1.2.2 status of employment,

1.2.3. occupation (on first employment),

1.2.4 position on first employment,

1.2.5 level of income,

1.3. current employment status;

1.3.1 occupation,

1.3.2 position,

1.3.3 level of income,

1.3.4. status of employment?

2. What is the level of applicability of the competencies acquired by the graduates in the different

areas of learning to their previous or current job or business, as perceived by the graduates?

2.1 basic competencies;

2.2 common competencies;

2.3 core competencies;

2.3.1 Housekeeping NC II,

2.3.2 Bartending NC II,

2.3.3 Bread and Pastry Production NC II,

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 2.3.4 Commercial Cooking NC II,

2.3.5 Food and Beverage Services NC II,

2.3.6 Front Office Services NC II?

3. How effective is the Tourism Programs in terms of their contributions in the following areas as

perceived by the graduates:

3.1. employment opportunities;

3.2. job security;

3.3. career advancement?

4. How useful are the interventions and other support initiatives provided by the TPSAT to the

graduates of the Tourism Programs to enhance the employability?

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the review of related foreign and local literature and studies which

have bearing to the variables of the present study. The reviews also intends to support the findings

of the investigation.

Foreign Related Literature

Technical and Vocational Education and Training or TVET was officiated at the World

Congress on TVET in 1999 in Seoul, Republic of Korea. The congress recognized the term TVET

to be broad enough to incorporate other terms that had been used to describe similar educational

and training activities including Workforce Education (WE), and Technical-Vocational Education

(TVE). The term TVET parallels other types of education and training e.g. Vocational Education

but is also used as an umbrella term to encompass education and training activities (UNESCO-

UNEVOC, 2017).

Its ultimate purpose is preparation of youth for work. This takes the form of learning and

developing work related skills and mastery of underlying knowledge and scientific principles.

Work is broadly defined and therefore refers to both formal employment and self-employment. To

support self-employment, TVET curricula often include entrepreneurship training. Related to this

is the social reproduction and transformation of occupational and vocational practices (Billet,

2011; Maclean & Hesrchbach, 2009).

A related role is continuing professional development. The rapid technological changes

demand that workers continuously update their knowledge and skills. Unlike the past where a job

4
could be held for life, it is common place to change vocations several times. TVET enables that

flexibility in two ways. One is providing broad based technical knowledge and transversal skills

on which different occupations can be based on. The second is providing continuing vocational

training to workers (Billet, 2011; Maclean & Hesrchbach, 2009).

TVET today has the responsibility of re-skilling such workers to enable them find and get

back to work apart from providing work related education, TVET is also a site for personal

development and emancipation. These concerns the development of those personal capacities that

relate to realizing one’s full potential with regard to paid or self-employment, occupational

interests, and life goals outside of work. At the same time TVET seeks to enable individual

overcome disadvantages due to circumstances of birth or prior educational experiences ((Billet,

2011; Maclean & Hesrchbach, 2009; McGrath, 2011; Porres, Wildemeersch & Simon, 2014).

From a development point of view, TVET facilitates economic growth by increasing the

productivity of workers. The returns from increased output far exceed the costs of training, direct

and indirect, leading to economic growth (Hoeckel, 2008). TVET like any other form of education

also facilitates socio-economic development by enhancing the capacity of individuals to adopt

practices that are socially worthwhile (McGrath, 2011). As a form of education similar to all others,

TVET aims to developing the broad range of personal capabilities that characterize an educated

person. Thus, the provision of broad based knowledge seeks to ensure critic-creative thinking.

TVET also aims at developing capacities for effective communication and effective interpersonal

relations (Billet, 2011; Maclean & Hesrchbach, 2009).

Marope, Chakroun and Holmes (2015) explored the different scenarios of TVET in some

countries. In France, the baccalaureate professional, and the middelbaar beroepsonderwijs (MBO)

or middle-level applied education count of work experience in the area they are specializing in

5
TVET. In Germany and Austria, apprenticeships enhanced content within occupational training

courses and considerable emphasis has been placed on personal skills. In India, work education

has been included in the primary standards (grades 1–8) to make the students aware of work. At

the lower secondary level (grades 9–10) pre-vocational education has been included with the aim

to increase students’ familiarity with the world of work. In the Republic of Korea, around 40% of

secondary students are currently enrolled in TVET education, in some schools, academic and

vocational students share almost 75% of the curriculum.

In Russian Federation, a new approach to vocationalization of secondary schooling has

been introduced within the framework of general educational reform. This has been guided by the

Ministry of Education’s strategy of modernization. Vocationalization in the Russian Federation

refers to the introduction of profile education at the upper-secondary level (the last two years of

schooling, grades 10 and 11) and the process of preparation for profile selection. Profile education

provided students with the opportunity to study a chosen area in depth, usually one that would be

related to their further study TVET or academic (Maclean & Pavlova, 2011).

In the United States of America, tech-prep programmes are examples of how the ′blending′

approach was used to help students make the connections between school and work. (3]. In

Cambodia, TVET programmes set out to empower young women in traditional trades by

upgrading their skills and technology in silk weaving. This led to the revitalization and reappraisal

of a traditional craft by learners and society (Marope, Chakroun, & Holmes, 2015)

TVET involves ongoing training to upgrade existing skills and to develop new ones and

has a much higher profile in ageing societies and knowledge-based economies. Increased

recognition of the importance of human capital for economic growth and social development made

it necessary to increase learning opportunities for adults in workplaces within the wider context of

6
policies and strategies for lifelong learning (Billet, 2011; Marope, Chakroun, & Holmes, 2015). In

many countries policy-makers have considered ways to expand workplace learning opportunities

for workers and to assess and give credit for knowledge and skills acquired in workplaces. Efforts

were geared towards training for workers in companies, encouraged by legislation, financial

incentives and contractual agreements (Marope, Chakroun, & Holmes, 2015).

In seeking to address the level of vulnerable employment, TVET systems have focused on

increasing the employability of graduates and enhancing their capacity to function effectively

within existing vulnerable labor markets and to adjust to other labor market constraints. This has

meant enhanced coordination among government departments responsible for TVET and

employment policies. It has also created the need for TVET systems to develop mechanisms that

identify skills needs early on and make better use of labor market information for matching skills

demands and supply. TVET systems have focused more on developing immediate job skills and

wider competencies. This has been accomplished by adopting competency-based approaches to

instruction and workplace learning that enable learners to handle vulnerable employment, adjust

to changing jobs and career contexts, and build their capacity to learn and agility to adapt (Marope,

Chakroun, & Holmes, 2015).

Local Related Literature

In the Philippines, the Technical Vocational Education and Training (TVET) is a part of

the three education subsectors of the country. This is an outcome of the study conducted by the

Congressional Commission on Education (EDCOM, 1991), which recommends to tri-focalize the

education system in the Philippines. Hence, education reform acts were passed in 1994 to 1995,

creating the agencies that supervise each of the subsector. Republic Act No. 7796 or the “Technical

7
Education and Skills Development Act of 1994 to 1995 created the Technical Education and Skills

Development Authority (TESDA) which integrated the function of the National Manpower and

Youth Council, Bureau of Technical Vocational Education and the apprenticeship program of the

Department of Education and the Commission on Higher Education respectively (Syjuco, 2006).

TVET involves post-secondary and non-degree technical vocational education training. It

provides education and training to prepare students and other clients for employment. It also

provides specific skills training for those who are already in the labor market and need to upgrade

or to develop new competencies to enhance employment and productivity of graduates. Potential

beneficiaries of TVET primarily include secondary graduates or drop-outs as well as college

undergraduates and graduates. Unemployed persons who are actively looking for work and former

overseas workers also tend to turn to TVET for either additional skills or a change in career paths.

The TVET delivery network in the country consists of more than 4,000 institutions, more

than 60% of which are privately owned. Public TVET provides include 126 TESTA Technology

Institution located nationwide. Other TVET providers includes state-owned universities and

colleges and local colleges offering non-degree programs; Department of Education-supervised

schools, and local government units and other government agencies providing skills training

programs.

Funding for TVET depends on the type of provider. For private TVET institutions, students

or trainees pay fees. On the other hand, training by publicly owned TVET providers are subsidized

by the government, hence, the trainees do not pay or pay very minimal amount for the training.

The budget of the 126 TESDA Technology Institute is incorporated in the budget of TESDA.

So far, Tech-voc is one of the most successful special programs that address issues related

to obtaining relevant quality education. Large numbers of technical vocational high school

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graduates passed the national certification tests and were awarded national certificates of

competence. In SY 2011-2012, out of 30,555 students assessed, 21,254 were certified with full

qualifications and 6,663 received a Certificate of Competency (COC), suggesting a 91 percent

passing rate. Thus, employment rate among graduates was likewise on the rise from 48.5 percent

in 2005 to 65.3 percent in 2013. Employment has been the yardstick in assessing the TVET

performance which is also the primary concerned and purpose of the study.

In the province of Marinduque, two TESDA administered schools were institutionalized

namely: Buyabod School of Arts and Trades (BSAT) and Torrijos School of Arts and Trades

(TPSAT). Most of the program offerings of BSAT are “hard track” while TPSAT are mostly the

“soft tracks” which includes programs under Tourism sector namely: Food and Beverage Services NCII,

Bartending NCII, Housekeeping NCII, Front Office Services NCII, Cookery NCII and Bread and Pastry

Production NCII. There are also program offerings in Heating and Ventilating Air Conditioning Sector,

Metals and Engineering Sector.

Synthesis of the Foreign and Local Literature

The review of foreign literature dealt with the overview of the Technical and Vocational

Education and Training (TVET) across countries. It emphasized the how TVET programs helped

the youth and improved manpower across countries namely: France, Germany, India, Republic of

Korea, Russian Federation, United States of America, Cambodia, and the Philippines.

From the review, it was confirmed that even the professionals opted to enhanced their skills

through enrolling to vocational programs like what the TVET offered for a career change and easy

way of employment. This is also a choice of many to acquire skills or specialization. To some,

they looked after the importance of apprenticeship on the acquisition of personal skills and

9
familiarity towards work, which is much needed in the job market. It also underscored there is a

growing number of students who opted to go the vocational track for easy employment. In some

countries, it has been placed at the upper secondary level or the last two years of schooling for

Grades 10 and 11 which serves as preparation for the education profile of the students.

In addition, the review of the foreign literature provided information on the continuous

operations of the trade schools worldwide that paved way to the recognition of the importance of

human capital for economic growth and social development that expands workplace learning and

training. Moreover, it pointed out that TVET programs are truly contributing to the increase of

employability of the graduates across nations, which the TVET systems have focused on matching

job skills and competencies for sure employment.

Meanwhile, the review of local literature presented the legal basis for the adaptation of the

TVET program in the Philippines. It provided wider overview of TVET, TESTA as well the

beneficiaries of the programs offered in the trade schools. Information and data on the number of

vocational schools as well as statistics of graduates and employed who finished vocational

programs were likewise given. Local setting of the current research was also presented in the

review.

The content of the review of foreign and local literature are relevant to the present study

because it attempted to investigate the profile, employment, and applicability of the graduates of

the Tourism Program in TPSAT for the year…. (please indicate the parameters).

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Tourism Programs under TVET

The changes and developments in the work patterns and skills demand in various

industries, including the emerging ones, necessitate the need for a very strong link between TVET

and higher education.

As a strategy to remedy this, President Gloria Macapagal Arroyo issued Executive Order

358 entitled “To Institutionalize a Ladderized Interface between Technical-Vocational Education

and Training (TVET) and Higher Education (HE)”. The purpose of Ladderization is to open

pathways of opportunities for career and educational progression of students and workers.

Specifically, it intends to create a seamless and borderless education and training system that

allows mobility in terms of flexible entry and exit into the educational system. In essence,

ladderized education is an empowering tool because it provides options or choices to a wider range

of clientele on when to enter and to exit in the educational ladder. More importantly, it creates job

platforms at every exit and provides the student an opportunity to get a job and earn income. While

there will be no structural and systems changes, the ladderized system provide for portability

across levels for harmonization of qualifications.

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 Through active advocacy, it is expected that more State Universities and Colleges (SUCs)

are encouraged to ladderize their programs. At present, the program has been rolled out by TESDA

and CHED for the Academic Year 2006-2007 covering eight (8) priority disciplines: Agriculture

and Fisheries; Health and Medical Services; Information and Communication Technology;

Maritime; Tourism/Hotel and Restaurant Management; Criminology; Education; and Engineering.

The tourism sector topped with a total of 213,377 (28.3%) TVET graduates. The ICT

sector, which was the top priority sector in 2008 IES ranked second with 177,750 (23.5%). The

health, social, and other community services with 99,134 (13.1%) TVET graduates ranked third.

Language/Culture programs registered a total of 16,850 (2.2%).

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Skills and Competencies in Each Area of Learning
In NC I, a worker at this level performs routine and predictable tasks involving little or no

latitude for judgments, adhere to appropriate standards or specifications are usually involved, and

assignments are usually made by a supervisor or a worker at a higher level who gives simple

instructions and makes clarifications or suggestions when necessary.

In National Certificate Level II, a worker performs a prescribed range of functions

involving known routines and procedures, where clearly identified choices and limited complexity

applies, work involves some accountability for the quality of outputs, and application at this level

may involve individual responsibility or autonomy, or working with others as part of a team or

group.

In NC III, a worker at this level performs a wide range of skilled operations at a high level

of competence involving known routines and procedures. The work context involves some

complexity in the extent and choice of options available, work involves understanding the work

process, contributing to problem solving, and making decisions to determine the process,

equipment and materials to be used, and application at this level may involve individual

responsibility or autonomy, and/or may involve some responsibility for others. Participation in

teams including team or group coordination may be involved.

In NC IV, a worker at this level performs a wide range of application in a variety of contexts

most of which are complex and non-routine, work involves some leadership and guidance when

organizing activities of self and others as well contributing to technical solutions of a non-routine

or contingency nature. Work at this level also requires evaluation and analysis of current practices

and the development of new criteria and procedures, and applications involve responsibility for

the organization and performance of others.

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Interventions and Support Initiatives

Results of the study showed that a high percentage of the employed TVET graduates who

landed in jobs are related to their training program attended. The Youth Profiling for Starring

Careers (YP4SC) program of TESDA seemed to be successful in providing career options for

TVET graduates. Fifty-nine percent (59.0%) of employed graduates who enrolled in courses in

line with the results of YP4SC landed in jobs that are related to these courses. Those who did not

take the YP4SC or those whose courses are not in line with the YP4SC results are recorded at 52%

and 53.5%, respectively.

Thirty Nine and Eight Percent (39.8%) or 136,170 of the employed TVET graduates had

an average monthly income within 5,000-9,999 income bracket. 27.7% of the employed graduates

are earning more than 10,000, while 21.5% are earning less than 5,000.

The results of the survey conducted showed that there is no significant difference as to the

income level percentage share between scholars and non-scholars, and certification was not a

major factor in increasing the income levels of employed TVET graduates as the results showed

that there is not much difference in the income levels between those who took and passed the

assessment and those who did not take as reflected by the percentages within income groups.

Forty-one percent (40.9% or 94,104) of the total employed scholars found their present

job through referral system. Walk in applicants ranked 2nd with 29.6% (68,282). The Blue Desk

of TESDA referrals accounted for only 2.7% or 6,166 graduates.

The skills certification or passing rate as the metrics for internal efficiency is high at 88.0%

but the employment rate is still on a relatively low level at 60.9%.With the employability as the

metrics of external efficiency in TVET, it should be emphasized that employment is a function of

14
many factors. The acquisition of competencies required by the industry would be a critical factor

only if adequate jobs are available for a greater number of trained skilled workers. TVET is

expensive and requires partnerships with the industry. When funding becomes the focus of

government policy, it would be beneficial for the whole government and for TVET in particular

to maximize the government funding assistance by increasing industry participation in pursuing

TVET. The increase in the scholarship budget could be used as an instrument for greater assistance

to increase the level of participation of private TVET providers. Based on the findings, the

following recommendations are being put forward to improve further the delivery of TVET

services thus making TVET more relevant to the needs of the labour market.

A graduate survey was carried out on the graduates from construction-related programs

offered by VTET in Brunei Darussalam graduating from the year 1999 to 2008. Its objectives are

generating comprehensive information on labour market outcomes of the graduates, their transition

from VTET to work and their views and opinions on the quality and relevance of their training to

their present job. The questionnaire survey was carried out between the months of March and April

2009 with a response rate of about 60%. The study shows the trends and patterns in employment,

unemployment, and further studies of the graduates covered in the 10 years period. The results

show an employment rate of 65%.

The same study also yields some interesting facts during their transition from TVET

institutions to the world of work. It also explores the opinions of the graduates on the relevance of

the programs attended to their present job in the light of their employment experiences and

analyses the changes they think would improve the link between TVET and employment. (Chin

Wei Keh , Tokyo Gakugei University, 2009).

15
 A Tracer Study conducted in India by the Accountability Initiative (Acin) Private Limited

Babarmahal, Kathmandu (2016) was financed by the World Bank and the report was submitted

manifesting thereto that out of 2,009 traced TVET graduates, 982 (49%) were employed, 928

(46%) were unemployed, and the rest 99 (5%) were working as volunteers. The gap between the

percentage of employed and unemployed graduates is not that big. At least 70% employment of

the graduates is acceptable in TVET programs. But the tracer study showed that only 49% of the

TVET graduates were employed.

In Diploma Level Programs, 51% were employed, 44% were unemployed, and 5% were

working as volunteers. Forty-nine percent graduates were employed from PCL Nursing. The

highest number of graduates working as volunteer was also from Nursing program. Graduates from

the nursing institutes with direct linkage with large hospitals have higher employment rate. The

employment rate is the highest in Certificate in Medical Lab Technology (65%) among the eight

Diploma programs traced out. In TSLC programs, 46.9% of the traced graduates were employed

and 49% were found unemployed.

Tracer Study

As defined by Shiva Shankar Ghimire (2016), tracer study is a major evaluation tool to

measure both effectiveness and quality of training programs. Outcome and impact of any type of

training programs are not constant over time. Fluctuations of such impacts can occur and be

observed in labour market. Tracer study is, therefore, an essential technique to get information

about periodic fluctuations on both employability of graduates and demand of labour market over

time. It also provides crucial information for policy makers or planners whether to continue or

modify or terminate the existing training programs.

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 The TESDA Impact Evaluation Study of TVET Programs by Villanueva (2011)

emphasized that tracer studies constitute one form of empirical study, which can be considered an

appropriate means of evaluating the results of the education and training provided by an institution.

It brings together certain basic types of information concerning the level of employment,

unemployment and underemployment among the graduates, the contemporary undergraduate

experience, the first and current work position of graduates and the correspondence between

educational qualifications and required work skills. Results of such studies can often demonstrate

the success of education and training in relation to the graduates, labour market, and employers.

The information acquired by means of tracer surveys can also indicate possible deficiencies in a

given educational program and serve as a basis for future planning activities, at both the

institutional and national levels, such that academic programs might be brought more closely to

the needs of the economy.

It further emphasized that a graduate survey also referred to as tracer study or alumni

survey is a simple tool designed to measure the relevance of the services and study conditions

provided by TVET schools and the graduates’ performance in the labour market. They are seen as

a management tool for planning, monitoring, and evaluation of TVET programs and provide

information for programmatic changes and review of training curricula. They also help to monitor

the delivery of the training. Graduates survey constitutes a form of empirical study which can

provide valuable information for evaluating the results of the education and training of a specific

school. An advanced approach for graduate survey enables the schools to get information to

indicate possible deficits in a given educational programs/curricula and to serve as a basis for

future planning activities. Therefore, information on the vocational and technical success (career,

17
status, income) of the graduates is needed as well as information on the relevance of knowledge

and skills (relationship between positions).

Related Studies

Tracer Studies Conducted

As sector manager and in aid of its policy making function, TESDA is mandated to

conduct researches for the TVET sector. The Impact Evaluation Study (IES) of TVET Programs

has been institutionalized and done biennially. It is a comprehensive study that monitors and

assesses the efficiency and effectiveness of TVET provision especially on the employability of

TVET graduates.

The conduct of the IES of TVET Programs is a factual approach to decision making for the

TVET Sector. With the approval and the implementation of the NTESDP 2011-2016, monitoring

its implementation has to be put in place. To ensure consistency in the adoption of the benchmarks

and data on the metrics of sectoral TVET performance, the results of the 2011 IES specifically the

employment and certification rates shall be the official benchmarks until such time when the next

round of IES will be conducted. There is a need to put premium on this document and ensure and

maintain the integrity, reliability, and accuracy of data and statistics that were gathered through

this undertaking.

The 2011 Impact Evaluation Study (IES) of TVET Programs aims to measure the external

efficiency of TVET delivery, mainly in terms of the employment rate of graduates. The IES is

conducted regularly, at least on a biennial basis. For 2011, the study covered 2009 TVET graduates

in all delivery modes. Findings on the graduates of the Training for Work Scholarship Program

18
(TWSP) are one of the main features of the report. The sampling and survey methodology used in

the IES are cleared with the National Statistical Coordination Board (NSCB).

A total of 755,242 TVET graduates were considered in this study. The regional breakdown

indicates that the National Capital Region (NCR) had the highest reported number of graduates

with 164,065 (21.7%), followed by Region IV-A with 116,042 (15.4%) and Region III with 72,485

(9.6%).

A Tracer Study of Employability of Polytechnic Diploma Holders was conducted by

Rathore, B. S.; Saini, J. S.; Sharma, D. D.;Dhameja, S. K.; Gurjar, B. R. (2016) where it described

the 'Strengthening Technician Education in India', a World Bank-assisted project in India, provided

considerable inputs in capacity expansion, quality and efficiency. Its impact, however, on the

education system and the suitability of diploma holders passing out from polytechnics to the

requirements of their respective work situations was not explored. This tracer study was carried

out to determine the impact on the technician education system as reflected in the employment rate

of the graduates on a comparative basis between the earlier and later stages of this project. The

objectives of this study were: (1) to ascertain the time taken by the polytechnic graduates before

obtaining their first job after graduation; (2) to determine the salary level received by the graduates

in their first job; (3) to determine the present status of the teaching-learning process in

polytechnics; (4) to determine the possible areas for improvement in the teachinglearning process;

and (5) to ascertain the percentage of students pursuing higher studies.

Another tracer study was conducted relative to the implementation of the VTP II in

Thailand in 1998 (too old). Findings of the tracer study show that graduates in general place high

value on their vocational training and technical education. There is a high correlation between their

training and employment/careers, and between employment/careers and socioeconomic

19
improvement. Comparison was made between graduates of project-assisted institutes and non-

project-assisted institutes. The study also shows employers rated work habits, attitudes, and ethics

as significantly more important than domain knowledge and technical skills.

In 2006, the Training for Work Scholarship Program (TWSP) of then President Gloria

Macapagal-Arroyo was launched. From 2006-2009, huge investments amounting to Php 8.07B

was allocated to TVET. In 2009 alone, a total of PpH5.66B was provided for the implementation

of the TWSP and Private Education Student Financial Assistance (PESFA) as part of the Economic

Resiliency Program (ERP) of the government to address the impact of the global financial crisis.

The TWSP, a voucher system program, aims to provide skills and competencies to job seekers

through appropriate training programs that are directed to existing jobs and immediate

employment. Sectors with high demand but hard-to-fill jobs such as business process outsourcing

(BPO), aviation, metals and engineering, medical tourism, hotel and restaurant, agribusiness, and

services, among others were prioritized and allocated with the bulk of the TWSP funds.

In August 2009, there were 17,545 programs registered with TESDA. A large percentage

(83.4% or 14,627) is With Training Regulations (WTR) while the rest (16.6% or 2,918) are with

No Training Regulations (NTR). Results show the percentage distribution of TVET graduates by

type of registered program TVET graduates in WTR totalled to around 585,781 (77.6%). On the

other hand, graduates in NTR were recorded at 118,703 (15.8%). The remaining 4% classified

as delisted programs accounted 15,441 (2%).

In the light of these issues/concerns, TESDA as part of its quality assurance policy

institutionalized the conduct of the impact evaluation study of TVET programs to regularly

monitor and assess the efficiency and effectiveness of TVET provision based on the employment

outcomes of its graduates. The study also serves as a feedback mechanism on the status of

20
implementation of major TVET policies and programs such as program registration, competency

assessment and certifications, and scholarship.

A quick look at the demographics of the respondents shows that the male graduates still

outnumber the females at a ratio of 6:5. Graduates were predominantly young, in the 15 – 24 age

group (60%) and are mostly high school level or high school graduates (46.1%). It should be noted

that, compared to the 2008 IES results, there was a substantial increase in the number of

graduates who had college education i.e., college undergraduates and college graduates accounting

for 24.7% and 16.0%, respectively.

In 2009, a network of over 4,000 TVET providers nationwide was accounted for. Of these,

more than 60% of private TVET providers produced 539,342 (71.4%) graduates while more than

30% of public TVET providers to include the 125 TESDA Technology Institutions had an output

of 130,919 graduates (17.3%). Other publicly funded TVET providers composed of LGUs, local

community colleges and few SUCs contributed 84,981 (11.3%).

By type of registered program, TVET graduates who took up programs with training

regulation (WTR), were pegged at 585,781 (77.6%) while graduates of programs with no training

regulation (NTR) were recorded at 119,703 (15.8%).

The Information and Communication Technology (ICT) - related courses, specifically the

Computer Hardware Servicing NC II and Programming NC IV were the most popular courses with

55,091 and 43,242 graduates, respectively. Shielded Metal Arc Welding (SMAW) NC II of the

metals and engineering sector was the next preferred course with 42,414 graduates.

To broaden access and education opportunities, scholarships such as Training for Work

Scholarship Program (TWSP), Private Education Student Financial Assistance (PESFA) and other

21
financial assistance programs had been provided to 491,447 (65.1%) graduates. Of these, close to

ninety-five percent (94.7%) were TWSP scholars. Both PESFA and LEP accounted for less than

1% only. About three percent (2.8%) were scholars of other programs sponsored by the LGUs and

other TVET stakeholders.

While the majority (585,781 or 77.6%) of the graduates were from WTR programs (with

training regulations, still a remarkable number of graduates were from NTR programs (119,703

or 15.8%).

A big number of TVET graduates in NTR programs are in ICT sector. Also, there were

around 4,644 wherein sector/program to which they should belong cannot be classified.

One of the guidelines issued by TESDA on the availment of scholarship provides that a

scholar may avail of slots up to two related qualifications per beneficiary. While majority

(435,585 or 96.6%) of the beneficiaries availed the scholarship only once, around 2,021

beneficiaries who were able to take more than 2 qualifications.

It is noteworthy to mention that the policy on mandatory assessment of TVET graduates in

programs with training regulations was implemented and adopted. Out of 585,781 TVET

graduates in WTR, more than three-fourths (75.4%) or 441,979 indicated that they took the

assessment. Comparing it to the national assessment rate of 47.5% in the 2008 IES, an increase

of more than a quarter percentage points (27.9%) was noted.

The overall certification rate was registered at 88.0%. Majority of the sectors, i.e., tourism,

agri-fishery and health, social and other community services had high certification rates above

90%. The certification rate of TVET graduate-scholars other the hand was 84.4%.

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 The IES results showed that the labour force participation rate (LFPR) of TVET graduates

accounted for 74.5% (562,869) of the total number of graduates. This LFPR result was 7.1

percentage points lower than the 2008 IES survey result of 81.6% LFPR.

On the other hand, graduates of scholarship programs had a LFPR of 75.9%, which is

higher than the graduates of regular TVET programs with 71.9%. By delivery mode, the highest

LFPR was registered by graduates of enterprise-based programs at 89.1% and the lowest was

registered by graduates of community-based programs at 71.7%.

Employability of the Graduates

The overall employment rate of the TVET graduates in 2011 as percent of total graduates

in the labour force is registered at 60.9% at the time of survey. The total employment rate increased

by 5.8 percentage points from 55.1% in 2008. However, it will be noted that LFPRs between the

two surveys (81.6% in 2008 IES vs. 74.5% in 2011) spelled out the difference.

The distribution of employment by region showed that CAR had the highest employment

rate (82.8%). Regions VII, IV-B, II, and XII shared the next highest employment rates of 74.1%,

71.4%, 69.7% and 68.1%, respectively. This is consistent with the April 2011 NSO LFS wherein

these regions posted high employment rates.

Employed TVET graduates of scholarship programs had a higher employment rate of

61.7% as compared to graduates of regular TVET programs with an employment rate of 59.1%.

By delivery mode, the highest employment rate was registered by graduates of enterprise-based

programs at 83.1% and the lowest was registered by graduates of community-based programs at

56.4%.

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 By type of training providers, graduates of TESDA technology Institutions had the highest

employment rate at 67.9%.Although certification rates continue to increase, there is still a need to

promote the value of certification and recognition by the industry for hiring, promotion, and wage

determination.

Effectiveness of Programs in the Employability of Graduates

In the report submitted by Acin (2016), it was found that the graduates lack skills due to

inadequate practical opportunities. Time provided for practicing skill is inadequate in most of the

programs in private institutes. There is a need of substantial improvement on workshop and lab

equipment. Ample opportunities need to be provided for practice and industrial attachment.

Periodic revision of curricula is also needed to make the programs relevant and practical-based to

address the latest trend/demand of labour market.

The lack of job opportunities in the job market is revealed as the main reason for

unemployment. This indicates the lack of relevance of the training programs to the job market.

And, this also indicates the need for updating its programs to prepare the human resource according

to the skill demand of the job market. 'Lack of linkage with the employers, and ‘inadequate

technical and other soft skills’ were the other reasons for them being unemployed.

The employability of TVET graduates is an outcome indicator. The length of job search on

finding first job shall be established. Details on the employment of TVET graduates at time of

survey, i.e, occupation, industry, nature and class of employment, income level shall be analyzed.

More so, the usefulness of skills acquired from the program and the value of competency

assessment and certification in getting employment,higher income, and incentives shall be

established. Do employers put premium to certificated workers. Though, however, initial survey

from the employers in the automotive industry indicates negative results.

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 The indicators on the performance of TWSP vis-à-vis TVET graduates of regular programs

include assessment and certification, employment, income levels. The scholarship programs, being

qualifications-based programs are purposively directed to those highly in-demand occupations

taking into consideration the per capita cost of the program offering.

As reflected in Acin Report (2016), although 387 (72.2%) of the unemployed graduates

indicated lack of job opportunities in the job market, 939 (95.6%) of the employed graduates

reported that the jobs they are currently doing, are related to the training they received from TVET

programs. 43 (4.4%) of the employed graduates indicated that the current jobs they are doing are

not related to their TEVT programs. In the field visit, it was also found that very few graduates

have changed their field of training. For example, an HA graduate was also found working in

fishery due to higher earning and already existing profession.

On whether the Job is related to the TVET Program, out of 982 employed graduates, 823

graduates responded that they took about four months to get job after completing the TVET

program. Also, according to the FGD with the officials of training institutions, it was revealed that

normally, the gap between graduation and employment is around three months. The data also

showed that the graduates got a job after about four months of completing the TVET program.

This means they did not have to wait for a long period to get a job. Four months is a reasonable

period to wait until one gets a job after completing their study.

The graduates were also asked whether any soft skills were instrumental for getting

employment or to retain the employment, 452 (55.5 percent) graduates out of 814 responses

indicated significance of soft skills for employment. On the contrary, 362 (44.5 percent) graduates

reported that soft skills are not important in employment. And the rest 168 graduates did not

respond to this question. Likewise, communication skill was regarded as the most important soft

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skill by 295 (39.4 percent) graduates out of 749 respondents. 187 (25 percent) graduates pointed

out that an employee should have positive attitude and honesty in employment. In the same way,

interpersonal skill as well as English language also plays a vital role in maintaining good

performance in employment. 233 graduates did not respond to the question.

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 Bibliography

Philippine Education for All (EFA) 2015 Review Report

TESDA Board Resolutions

TESDA Board Resolution No. 2005-18, Approving the Provisional Assessment Fees by
Qualification, 2006

TESDA Board Resolution No. 2003-05, Adoption of the Philippine TVET Qualifications
Framework, March 13, 2003

TESDA Board Resolution No. 1998-01, Installing a Quality-Assured TESD System, dated January
23, 1998

TESDA Circulars

TESDA Circular No. 21 s. 2006, General Guidelines on the Implementation of Assessment and
Certification Program under the Philippine TVET Qualification and Certification System
(PTQCS), 2006

TESDA Circular No. 14 s. 2005, Guidelines in the Implementation of the Philippine TVET
Qualification and Certification System, 2005

Publications

“Declaration of Policy”. Republic Act. No. 7796. Technical Education and Skills Development
Act of 1994 (with Implementing Rules and Regulations), 1995

TESDA Women’s Center and Japan International Cooperation Agency. (2006). GAD-Based
Entrepreneurship Development in TVET: A Study on the Evaluation of the International Training
Program and Third Country Program 2002-2005.

Technical Education and Skills Development Authority. (2006). Ladderized Education Program
Technical Education and Skills Development Authority. (2006). TVET Outlook

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Technical Education and Skills Development Authority. (2006). 2nd Cycle National Technical
Education and Skills Development Plan 2004-2009

Technical Education and Skills Development Authority. (2005). “Gender and Development in
TVET”, A paper presented during the 6th International Training Program at TESDA Women
Center

Nakayama, J. (2005). “Gender and Vocational Education and Training”, A paper presented during
the 6th International Training Program at TESDA Women’s Center

Technical Education and Skills Development Authority. (1998). Installing a Quality-Assured

Technical Education and Skills Development Authority (TESDA). Philippine TVET Qualification
and Certification System: Assessor’s Guide

Technical Education and Skills Development Authority (TESDA). Registry of Workers Assessed
and Certified: 20002005

Villanueva, (2011). “TESDA Impact Evaluation Study of TVET Programs”

On-line Resources

TESDA. “Programs: TESD System.” http://www.tesda.gov.ph/programs1/tesdsys.asp (accessed

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