Career Development Services and Support System in the Province of Capiz

An Introductory Field Research Report on

Career Development Services and Support System in the Province

In Partial Fulfillment

Of the Requirements

In Masters of Arts in Psychology-Career Development

MAP212

By

Ma. Thea Dianne G. Billones

Brylle Colin D. Deocampo

February 2020
 INFORMANT’S PROFILE

Ms. Analee B. Andrada, is the only Registered Guidance Counselor of Capiz State University
Pontevedra Campus. She is the head of the University’s Guidance office.

CAPIZ STATE UNIVERSITY – Pontevedra Campus

Capiz State University (CAPSU) is a state university with a distinct history. On

December 4, 1980, Pres. Ferdinand E. Marcos signed Batas Pambansa Blg. 91 which merged the
Mambusao Agricultural and Technical College (MATEC) in Burias, Mambusao and Capiz
Agricultural and Fishery School (CAFS) in Bailan, Pontevedra to become the Panay State
Polytechnic College (PSPC). The integration of Capiz Institute of Technology in Roxas City on
October 25, 1999 and Sigma College of Science and Technology in Sigma, Capiz on December
19, 2000 paved the way for the conversion of the state college into a state university. Thus, with
the signing by Pres. Gloria Macapagal-Arroyo of Republic Act No. 9273 on March 21, 2004,
PSPC was converted into Capiz State University.

The Charter (RA 9273) mandates that Capiz State University “shall primarily provide
advanced instruction and professional training in agriculture, fishery and forestry, science and
technology, arts and humanities, education and other related fields.” It is also mandated to
“undertake research, extension and production activities and provide progressive leadership in its
areas of specialization.”

CAPSU, a research university is committed to become the center of academic excellence

delivering quality service to all. That all personnel is committed to provide advanced knowledge
and innovation, develop skills, talents and values, undertake relevant research, development and
extension services, promote entrepreneurship and environmental consciousness and enhance
industry collaboration and linkages with partner agencies.

For curricular offerings, the University is mandated to “offer undergraduate, graduate

and short-term courses within its areas of specialization and according to its capabilities, as the
Board of Regents may deem necessary to carry out its objectives, in order to meet the needs of
the Province of Capiz and the region.”

The University is governed by the Board of Regents (BOR) which is composed of the
CHED Chairperson or Commissioner as the Chairperson; the University President as Vice
Chairperson; Chairperson of the Senate Committee on Education, Arts and Culture; Chairperson
of the House of Representatives Committee on Higher and Technical Education; Regional
Director of the National Economic Development Authority (NEDA); Regional Director of the
Department of Agriculture (DA); Regional Director of the Department of Science and
Technology (DOST); President of the Federation of Faculty Associations; President of the
Federation of Alumni Associations; President of the Federation of Student Councils; and two (2)
prominent citizens of the province of Capiz.

The school’s vision mainly revolve to be the Center of Academic Excellence Delivering
Quality Service to All with a mission to provide advanced knowledge and innovation, develop
skills, talents and values, undertake relevant research, development and extension services,
promote entrepreneurship and environmental consciousness, enhance industry collaboration and
linkages with partner agencies. The institution’s goals is to create Globally competitive
graduates, Institutionalized research culture, Responsive and sustainable extension services,
Maximized profit of viable agro-industrial business ventures, Effective and efficient
administration GUIDING PRINCIPLES, Academic Freedom, Responsibility, Academic
Standards. In addition, the core values of the institution revolve on God- centeredness;
Excellence; Integrity; Transparency and Accountability and; Dedication to Quality Service
(RACE) Responsive, Accessible, Courteous, and Effective Public Service.

2. INFORMANT’S PROFILE

Raphah Cortel is a full time faculty under College of Arts and Sciences and an adviser of
Filamer Christan University Psyche Organization. She is also the acting program coordinator of
the Psychology Department of the university. Ms. Raphah tops the 2018 Board Licensure
Examination for Psychometrician as the 9th placer.

FILAMER CHRISTIAN UNIVERSITY

Filamer Christian University, founded in 1904, is adorned with multi-colored centenarian

history. With a legacy of more than 100 years of Christian education, the school remains
steadfast in its commitment to provide holistic and relevant education to its clientele.

Situated on a hilly terrain, the school site covers more than five hectares with the Main
Campus located at Roxas Avenue. Several buildings are interconnected by steps and cemented
walks, and the surrounding century-old trees provide a healthy “pollution-free” environment
conducive to learning. Since the school continues to acquire properties and construct new
buildings, the Annex Campus which is situated in Barangay Punta Tabuc, was developed which
accommodated the Elementary, Technology, and Library buildings. It is also in this site that the
Kindergarten Building and the University Dormitory will soon rise.
 The 17-hectare Dinginan property of the University, which is strategically located near
the vicinity of a multimillion landscape, is currently being developed to become an Organic
Farm that will showcase natural farming and ecologically-sound practices. Once the Dinginan
Organic Farm is developed, this will also serve as one of the travel destinations in Capiz.
At present, Filamer Christian University enjoys the distinction of being the first and the only
private university in the province of Capiz. It was granted Deregulated Status by the CHED last
2009 until 2015. Last April 2016, Filamer was elevated to the highest status, AUTONOMOUS,
also by the CHED. FCU is one of the only two higher education institutions in Region VI which
was granted with this status. Deregulation and Autonomy is awarded to private higher education
institutions that have consistently shown exemplary performance in the provision of education,
research and extension services.

In 2014, the CHED short-listed Filamer as one of the Top 20 schools in the country to
participate in the Association of Southeast Asian Nations’ (ASEAN) International Mobility for
Students starting 2015.

Majority of the programs offered by the University undergo accreditation by the

Association of Christian Schools, Colleges and Universities - Accrediting Agency Inc. (ACSCU-
AAI) for quality assurance. The ACSCU-AAI is under the umbrella organization of accrediting
agencies in the country which is the Federation of Accrediting Agencies of the Philippines. The
Bachelor of Secondary Education and Bachelor of Elementary Education programs were granted
with highest accreditation level which is Level IV; while Nursing, Business Administration,
Liberal Arts, Elementary, and High School programs were awarded Level III. Other programs of
the University are Accredited Level II.

Filamer's College of Teacher Education was identified "Center of Excellence Satellite

Institute" in Roxas City by the CHED in recognition of the contribution of the College in the
training of quality teachers.

The University is a participating member of the Association of Christian Universities and

Colleges in Asia (ACUCA), University Mobility in Asia and the Pacific (UMAP) students
exchange programs, and the Association of Christian Schools, Colleges and Universities.
All course offerings of the University operate with government permits and recognitions.

VISION

A globally-linked Christian university nurturing people and communities for transformative

leadership and nation building.
 MISSION

FCU commits to:

 Instil Christian values among people and communities through holistic education;
 Innovate models of development through research, knowledge management and
community building;
 Inspire transformative leadership and exemplary lives;
 Initiate collaborative linkages and partnership with national and international
organizations.

GOALS:

1. Perpetuates the Christian heritage of the school as a Church-related institution maintaining an

ecumenical stance;
2. Demonstrates Christian love by reaching out and participating in the society building through
community service;
3. Designs research-based development models on knowledge management and community
building;
4. Establishes institutional self-sufficiency and sustainability;
5. Strengthens collaborative regional and international partnerships and linkages.

Core Values

SPIRITUALITY: Commitment to Christian faith.

SERVICE EXCELLENCE: Commitment to academic and administrative excellence.
SOCIAL RESPONSIBILITY: Commitment to research and community development.
 3. INFORMANT’S PROFILE

Rosanna G. Billones is an esteemed research extension specialist at the Colegio de la Purisima

Concepcion, Roxas City. She is also a master’s degree holder in Business Administration and
Public Administration. She had stayed in the same institution for over two decades. Aside from
being the head of the extension office, she also teaches statistics in college level.

COLEGIO DE LA PURISIMA CONCEPCION

Colegio de la Purisima Concepcion, a learning institution of the Archdiocese of Capiz,

guided by Catholic ideals and relying on the patronage of the Blessed Virgin Mary, envisions
itself as a center of academic excellence, through its commitment to the development of the total
person, by offering relevant and responsive academic programs.

CPC is an extension of a Catholic home, and the Catholic Church. It trains students to
assume religious, civic, and social responsibilities. By exposing them to the discipline of arts,
mathematics and science, and by cultivating their abilities and talents, CPC fulfills its continuing
mission to the religious, civic, intellectual and moral life of the students. In this process, it
integrates Catholic education with academic competence for needed leadership in national
development.

The College is a member of the Catholic Educational Association of the Philippines

(CEAP) and several professional organizations, such as: the Philippine Association of Graduate
Education (PAGE), the Philippine Association of Collegiate Schools of Business (PACSB), the
Center for Educational Measurement (CEM), Private Schools National Association of Non-
Formal Education (PRISNANFE) , and others.

Religion is the core of all courses. The College centers on the theme of Christian
Formation being an integral part of man, as it seeks to instill moral values through academic
offerings, liturgical services, and the extension of privileges to deserving and capable students.
CPC is an extension of a Catholic home, and the Catholic Church. It trains students to assume
religious, civic, and social responsibilities. By exposing them to the discipline of arts,
mathematics and science, and by cultivating their abilities and talents, CPC fulfills its continuing
mission to the religious, civic, intellectual and moral life of the students. In this process, it
integrates Catholic education with academic competence for needed leadership in national
development.

Apart from the Main Campus in Arsobispo St., beside the Roxas City Cathedral, CPC
also has a U-shaped building at Arnaldo Boulevard, which houses the Colleges of Marine
Education, Engineering and Technology, as well as the IT Department of the College of Business
and Management. A separate 2-storey building in the Boulevard Campus houses the pre-school
and elementary departments.
 Vision

Colegio de la Purisima Concepcion would have meaningful contributed to an empowered

citizenry who can create, think critically, act positively, and contribute to the full development of
society through responsive and relevant academic programs that shall be addressed to healthy,
economic, political, socio-cultural, religious, scientific, and technolological needs and
challenges.

Mission

Colegio de la Purisima Concepcion, a catholic institution of learning of the Archdiocese

of Capiz, believes in a witnessing community of Christians who are maka-Diyos, maka- tao,
maka-bayan, and maka-kalikasan. It commits itself to an evangelizing and liberating education
for young Filipino men and women into becoming creative, decisive, competitive, critical
thinkers and active individuals who shall contribute to: the attainment of political maturity,
economic stability, and equitable social progress; the cultivation and inculcation of moral and
spiritual foundations; and the realization of a Filipino identity and strong sense of national pride.
 Career Development Services and Support System in the
Province of Capiz
Based on our gathered data, our respondents define career development as a
comprehensive developmental program designed to assist individuals in making informed
educational and occupational choices. It also involves the preparation of an individual (or
student) to enter, stay and progress in his/ her chosen field of work. Furthermore, they had
considered career development as a lifelong process in developing one’s self to form an identity
that enhances their work related skills. Since our key informants came from the academe, they
responded that in general, their services mainly cater the youth sector which they aim to prepare
for learning and future possible jobs.
In addition, the services offered by their Office of Student Affairs is also considered by
the informants as an avenue for the development of the youths’ job related skills. These projects
include the exposure of students to different seminars, conferences, symposia and, forums. They
added that when a student graduates from the institution, they provide referrals of their graduates
to different organizations or companies that suits to their skills and ability.
Moreover, one of our respondent who handles the extension services of a school adds that
they provide leadership training/ seminar to community leaders sector. Through this, they can
extend the development of skills that is crucial for the career development of community leaders.
There is also a needs assessment of their partner community in order to strengthen their linkages
and further develop programs that is helpful for the community. These services serve as a bridge
for the community leaders to enhance and apply their learnings from the programs created by the
extension office to their subordinates in the community.
The extension office also involves their faculty, staff, students, and community regarding
the different programs of the extension office in order to extend their participation and apply
their skills. Through this involvement, the people inside the institution was able to see a glimpse
of the needs of the community thus, giving them more ideas on developing more programs on
how to improve the partner community.
There is also a monitoring and evaluation of the different extension services of each
department to ensure that there is a successful transfer of learning from the school to the
community setting.
It is also the same with our respondent who works in the guidance and counselling
department. They conduct Career Occupational Placement Survey to their graduating students in
order to guide the students in clarifying their values which eventually affects their application for
a potential job.
As a whole, the informants mainly focus on the possible application of the skills that had
been acquired inside the institution to the community or work setting. All informants expressed
that they are forming the students’ abilities in order for them to be ready when they graduate
from their respective schools and find a suitable job that does not only value their acquired skills
but also value them as workers.
The above mentioned services for career development of the three informants also faces
varying challenges that they need to attend. First, the issue of financial aid for the different
programs that is planned to be made. There are some programs that cannot be pushed through
because of lack in financial assistance.
The linkages that they had outside the school can offer them a wide array of skills
development programs which can enhance the skills and abilities of their students but since they
are dependent on the allocated annual budget or from the tuition fees of the students, it is hard
for them to create or participate in different programs.
Another factor is the amount of unemployment rate of their graduates. It is not
uncommon for the informants that although they create linkages outside the institution, there are
still some graduates that find it difficult to land a job. This is also the same for the extension
services where they also find it a challenge to provide the people in their adopted community a
program that they can use as a source of income.
It is clear to us that even in a national perspective the issue of unemployment rate are also
a problem that should be dealt with. In the case of our informants, they respond to this challenge
through empowering their students with skills, knowledge, and values to pass the board exam so
that their graduates will have a greater chance in landing the employment line.
In addition, in the case of the extension services office, our informant responded that they
are exposing the students to the different part of the community in order for them to have a
glimpse of what the real world is. Each of the department shall have an extension program that is
related to the field of the students so that the students will be able to grasp the different jobs that
they can land after their graduate from college.
Furthermore, they added that strengthening the relationship to the outside linkages of the
institution will greatly solve the challenge of unemployment that they are facing. There is also
the conducting of career placement tests that will greatly guide the counsellors and department
heads in assisting the students for the possible occupation that they can take.
The way some offices are being run was also seen as a problem by the informants, such
as the lack in man power for each office affect their performance. The lack in manpower pushes
some of the office staff to fulfill other jobs that are not part of their own job descriptions. All
participants expressed that they need more manpower in different departments in order to attend
properly and comprehensively to the needs of the students and community.
Moreover, the hiring of staff must also include proper screening to ensure that the
employee being hired is really apt for the position being applied to. The informants also stated
that the school must see to it that there are qualified faculty and staff because they have
important role in molding the skills and abilities of the students. Providers of career development
services, like these offices, need to be more proactive, work for more linkages and visionary of
services to become effective. They stated that they can coordinate with employers outside by
asking what professionals they need so the student services could plan out and integrate in the
activities to prepare the student.
 Career development services can also be made more effective through improving the
organizational structure of the organization. The respondents said that the organizational
structure must clearly say the how the flow of information must go in order for them to properly
address the issues that they are facing. They also stated that the qualifications for the needed
position must be met in order to properly cater the needs of the organization and that it will save
them more money if they invest in more qualified employees.
Lastly, the informants enumerated factors that are vital to a more effective, efficient
career development services and support to student needs in their institution. These factors are
reorganization/improvement in categorizing the student services clarifying responsibility and
accountability, provision of adequate service providers/personnel (ex. Guidance counselor,
Psychometrician, Psychologist, social worker), and adequate facilities.