ABSTRACT

"Batch 2018: Impact of Drafting Technology Curriculum to the Employability of the

Drafting Technology Graduates" was conducted by the researchers Gabisay, Queenie
Mae C. and Togores, Joanni Clarizz C.; Bachelor of Technical Vocational Teacher
Education Major in Drafting Technology, January 2023, College of Education, Mindanao
State University- Iligan Institute of Technology. Thesis Adviser: Prof. Micheal Art
Napoles."
This study aims to determine the employability of the graduates of DTTE from the
year 2018. The descriptive research design was utilized in this study using an online
interview to which twenty-three (23) respondents out of twenty-eight (28) alumni
responded to the survey. Descriptive survey research was employed to track and
ascertain the employment status and work history of the graduates from the Department
of Technology Teacher Education majoring in Drafting Technology. In this study, both
online interviews and questionnaires were used. Non-probability sampling was used in
this study. Researchers and faculty members used this strategy to select people who
were easily accessible and who could be reached both online and offline. The
department's alumni database assisted in locating graduates whose contact information
had not changed. Research showed that the Drafting Technology Curriculum had an
impact on the workplace in the teaching profession and industry. The majority of the
participants felt accomplished and happy. They concurred that knowledge and technical
features included skills although the program's material is very adequate. appointing
knowledgeable teachers, upgrading physical spaces, and educational resources, and
updating the programs may deliver greater results and generate more specialists in
technology.

ACKNOWLEDGEMENTS
We would like to acknowledge all graduates, tutors, employers, and vocational
institutions who participated in this study and made it a success. In particular, we would
like to acknowledge the magnificent input of the following:
To Prof. Micheal Art Napoles Ph.D., our thesis adviser, for his unending support,
teachings, knowledge, and advice that helped us so much to finish and achieved
success in this study. His guidance gave us insights and ideas on how to analyze,
evaluate and support data necessary for our study.
We would like to acknowledge the member of the panel, Asst. Prof. Jan Vincent H.
Leuterio and Assoc. Prof. John Alan LeePh.D., shared their knowledge, abilities, and
expertise for their suggestions and comments to help improve the study.
To our respondents who willingly provided all the necessary information needed in the
questionnaires, we are thankful for all their considerable time and effort.
We would like to extend our sincere thanks and appreciation to our respective
families who supported us financially, emotionally, and spiritually inspiring us to finish
this study.

Above all, we are grateful to the Almighty God for without His blessings and grace, this
study would not be made possible.

Queennie
Joanni

DEDICATION

It is with our deepest and warmest gratitude to dedicate this thesis to our loving parents
who have continuously supported us from the beginning until the
the accomplishment of this study and has always been
a constant source of support and encouragement.
To our friends who never leave our side
during the ups and downs of life
and above all, to our God Almighty
for his immeasurable love,
wisdom and guidance,
to thee we owe
this paper.
CHAPTER I
INTRODUCTION

Background of the Study

In the last two decades, technology has undergone a tremendous transformation,
and the AEC (architecture, engineering, and construction) sector is no exception.
Technology advancements undoubtedly make certain things simpler, but these
significant changes come with some growing pains. But with time, we frequently realize
that the effort put into altering is ultimately worthwhile. A prime illustration of this is the
development of technical drawing in the engineering sector throughout time.
Technical drawings used to be produced "on the board" using pencil or pen and ink on
paper, mylar, or vellum. By the time things started to change, many of us had been
making drawings in this fashion for a decade or more, doing line work, annotations,
callouts, and measurements "by hand".
Computer-aided drafting and design (CADD) had become widely used in bigger
businesses by the middle of the 1980s. For the majority of drafters, the adjustment was
not simple. There was no internet, no IT department, and not much training offered.
Drafters changed careers to become engineering technicians, CADD managers, and
computer technicians. The prevalence of this software and the technicians and
engineers who use it have given rise to a brand-new field of study called quality control.
CADD has enabled a whole new level of quality control by speeding up and being more
accurate, and it has fast become essential to a project's success. Quality control is
increasingly helping to keep our projects on schedule, construction costs low, and
clients coming back (Blogger, 2021).
Systems of education and training are essential in ensuring that all people have
the chance to continuously improve their abilities from the perspective of lifelong
learning, allowing them to adjust to the quickly changing demands and conditions of the
labor market. The configuration of education and training systems, employment policies,
and investment decisions are made by the labor market and training policymakers.
At present, there is a larger pool of tertiary graduates; however, many do not
have the relevant skills needed for successful integration into the labor market. These
students put a strain on publicly-funded institutions of higher learning and many
countries with limited resources have larger student bodies, without compromising the
quality of their educational offerings (The World Bank, 2017).
Hence, the concern about graduate unemployment is growing daily and at an
accelerated rate in the Philippines, yet the strength of students' enrolment and graduate
output of institutions of higher learning is growing rapidly. This has been a big problem
concerning our society. Thus, the reform in the higher education system must
necessarily provide skilled graduates with suitable value additions to meet the demands
of the growing economy.
A tracer study or graduate survey is a kind of survey (in written, oral form, online) of
graduates from educational institutions, which takes place sometime after graduation or
the end of schooling. The subjects of a tracer study can be manifold, but common topics
include questions on study progress, the transition to work, work entrance, job career,
use of learned competencies, current occupations, and bonds to the education
institution. European Quality Assurance, (2017) as cited by Del Mar et al, (2018).
Tracer studies are frequently becoming a well-known procedure all over the world. As a
result of the necessity to carefully assess how graduates view the experiences they
underwent during their degree study and their transfer to the labor market, tracer
studies entail the identification and follow-up of graduates from higher education
institutions (HEIs) globally. The priority should be to learn from and improve upon
graduates' nuanced experiences if universities are to improve their teaching and training
of graduates.
The use of tracer studies is to provide and maintain curriculum relevance for
professional development that Harald Schomburg and his colleagues have conducted at
the Centre for Higher Education and Work, University of Kassel, Germany, they have
done considerable research on conducting tracer survey, constructing effective tracer
study questionnaires and their statistical analysis (Essays, UK 2013).
Students of MSU-IIT generally come from a large geographical base and it is expected
that students go back to their respective provinces after graduation seeking job
opportunities there, however, there is no way of knowing whether it is occurring. This
study, therefore, attempts to survey and trace the graduates of the Bachelor of Science
Technology Teacher Education (BSTTE) Major in Drafting Technology Department of
Technology Teacher Education (DTTE).
A tracer study is deemed necessary to track down the current employment status of
the graduates of the said program. Also, employment for teachers is highly competitive
with several schools providing education graduates and a limited number of
employment opportunities within their location. (NEDA 2010) as cited by Del Mar et al,
(2017).
Review of Related Literature and Studies
This chapter includes a review of literature and studies that supports and helps
the conceptualization and development of the current study. It is either published or
unpublished in local, national, or international publications.
Drafting Technology Curriculum
The drafting curriculum has changed significantly with the advent of computer-
aided drawing (CAD), but it still plays the same fundamental function at the collegiate
level. Engineering, manufacturing, and construction-related industrial technology areas
all share at least one fundamental subject that is based on drafting. The significance of
this position appears to increase as CAD systems get stronger every day.
Engineers, architects, and other industrial technology designers will collaborate closely
with the drafters who graduate from community and technical institutions (Bureau of
Labor Statistics, 2010). This implies that courses in drafting graphics and blueprint
reading will be included in engineering-based college curricula, enabling engineers to
read and comprehend drawings that are utilized in the workplace. Additionally, it makes
it possible for the engineer to collaborate with the drafter and convey what is required of
the drafter. Most often, designers
Engineers and architects, for example, will communicate a design with the drafter and
then approve the drafter's finished drawing.
The Tracer Study
Tracer Study is one of the most beneficial ways to find out the current status of the
graduates after graduation from college and is used in most organizations especially in
schools to keep track of graduates' addresses, workplaces, and positions held. Through
this study, institutions will be able to evaluate the quality of education that was given to
their graduates by knowing the graduates' placements and function in society in
general, and their respective workplaces in particular. It is a survey of graduates from
educational institutions, which takes place after graduation or the end of the training.
The subjects of a tracer study progress, the transition to work, work entrance, job
career, use of learned competencies, and current occupations are in connection to the
educational institution.
According to Obando and Shisanya (2013), graduate tracer studies are models of
empirical studies that can appropriately provide valuable information for evaluating the
results of the education and training of a specific institution of higher education. It can
collect essential information concerning the employment profile of graduates, their
undergraduate experience, the first and current jobs of graduates, and the relevance of
the curriculum.

It can collect essential information concerning the employment profile of graduates, their
undergraduate experience, the first and current jobs of graduates, and the relevance of
their educational background and skills required in their job. The graduate tracer
collects data on the relevance of curriculum graduates' level of satisfaction at work.
In addition, Reference.com (2017) stressed that a tracer study helps researchers
identify effective and ineffective components in educational and vocational programs.
The results of tracer studies could be quantitative by which data would be easily
analyzed. A tracer study in the field of education includes data from former students of
learning institutions or vocational programs.
Tracer studies have been conducted by educational institutions for decades, like
what was done by Harald Schomburg and his colleagues at the Centre for Higher
Education and Work, University of Kassel, Germany, where considerable research was
conducted, another one was the CHEERS (Career after Higher Education- a European
Research Study) which investigated the links between higher education and graduate
employment in Europe (Schomburg, 2003).
In addition to Schomburg's study in 2016, many countries are experiencing growing
demand for tracer studies due to the requirements of accreditation and quality
management. Educational institutions are often forced by law to implement regular
tracer studies and there is demand from donor agencies for empirical evidence about
the relevance of the education/ training of the sponsor.

Quality of Graduates

Throughout higher education there has been a lot of talk about graduate qualities-
sometimes referred to as graduate attributes. Graduate qualities are usually defined as
the non-discipline-specific skills or attributes that graduates will merge with following
their degree (Frawley, 2017). Graduate attributes are the qualities, skills, and
understandings a university community agrees its students should develop during their
time with the institution. These attributes include, but go beyond, the disciplinary
expertise or technical knowledge that has traditionally formed the core of most
university courses. They are qualities that also prepare graduates as agents for social
good in an unknown future. ( Bowden, 2000)
Bowden and Marton (1998) argued that the curriculum for any university needs to be
developed around the idea that students are being prepared for a largely unknown
future. According to Hart (1998), graduate capabilities describe both know-how and
knowledge of and extend to personal qualities or aptitudes and meta-cognitive functions
which describe the combination and integration of multiple abilities. Abas-Mastura,
Imam, and Osman argued that "Higher education institutions should demonstrate a
greater commitment to developing the generalized expertise that graduates can transfer
to whatever working environment they find themselves in after graduation" (p.151). In
other words, they are expected to have developed not only subject-specific skills but
also employability skills to make them both specialists and generalists.

LET Performance

Teacher education is one of the many courses that require licensure examination for
practice. Specifically, Teacher Education Institutions (TEIs) have exerted efforts to
ensure that their graduates will surely perform well in the Licensure Examination for
Teachers (LET) given by the Philippine Regulations Commission (PRC) twice a year for
prospective teachers. This examination is the answer to the government's requirement
for teacher education graduates which is stipulated in Republic Act No. 7835 otherwise
known as the Philippine Teachers Professionalization Act of 1994 requires that no
teacher shall practice the teaching profession without having obtained a teaching
license from the PRC. Laganao (2015).

Banez (2002) found out in her study that the CTE LET takers' overall mean rating in
their LET performance in general education, professional and major subjects was
"Below Passing Mark". This is because those who did not pass and garnered low
scores have pulled down the general average of all LET passers. This further implied
that those students who garnered higher senior high school averages, UNP CAT
scores, and average grades in general education, professional and major subjects and
attended more in LET review are those who garnered higher LET results.

Alaga and Pacheco (2014) affirmed one of the pressing concerns of the College of
Education of the Rizal Technological University is the batting or passing percentage of
its graduates in the Licensure Examination for Teachers (LET). Findings revealed when
the LET performance is correlated with the three components of the academic subjects,
there existed a moderate correlation with general education and only a slight correlation
between professional education and specialization.

Relevance of the Curriculum

The curriculum is a praxis - a dynamic interplay of theoretical concepts and professional
work within a critically reflective mindset. It is the set of learning environments to which
learners have access; of learning activities that learners experience; and of learning
outcomes which achieve, all within the immediate context of an individual teacher's (or
curriculum practitioner's) and an institution's mission/policy/vision (including its
organizational arrangements) as well as the border contexts of community and society.
Macpherson (1996).
Another definition of curriculum development is defined as a planned, purposeful,
progressive, and systematic process to create positive improvements in the educational
system. Every time changes or developments are happening around the world, school
curricula are affected. There is a need to update them to address society's needs. Alvior
(2014).
With a similar stand, Jadhav M. and Patankar P. (2013) cited that a curriculum offers
teachers ideas and strategies for assessing student progress. A student must meet
certain academic requirements to go to the next level. Without the guidance of
curriculum, teachers cannot be certain that they have supplied the necessary
knowledge or the opportunity for student success at the next level., whether that level
involves a high school, college, or career.
For curriculum development to be effective and for schools to be successful, teachers
must be involved in the development process. An effective curriculum should reflect the
philosophy, goals, objectives, learning experiences, instructional resources, and
assessments that comprise a specific educational program. It can be subject-specific or
a generalized overview of expectations. It must be a useful tool to assist
teachers in the development of individualized strategies and methods and materials
necessary for them to be successful Alsubaie (2016).

Competencies Learned
Competency-based learning begins by identifying specific competencies or skills and
enables learners to develop mastery of each competency or skill at their own pace,
usually working with a mentor. Learners can develop just the competencies for skills
they need( for which increasingly they may receive a 'badge' or some form of validated
recognition), or can combine a whole set of competencies into a full qualification, such
as a certificate, diploma, or increasingly a full degree. Bates (2017)
Teaching competency is a set of knowledge, skills, attitude, personality configuration,
and the like of a teacher that facilitates social, emotional, and physical growth in
students. These competencies are needed by teachers for the act of instructing in an
educational institution and are closely tied to the nature of the classroom. The following
section gives literature on competencies required for effective teaching as identified by
different researchers. Baker et.al (2002)
McClure (2018) emphasizes that teachers should develop the skills, competencies, and
points of view needed by professionals by becoming active participants in a learner-
centered environment. The teachers and students in that environment form a
community of practice where they learn from one another through a project- or work-
related interpersonal communications, interactions with the environment, and utilization
of the tools representative of the group's work. As time goes on, active involvement in
the community of practice enhances content learning and helps participants to move
from novice to expert status.

Employability
The term employability is used to mean a set of achievements that comprise skills,
understanding, and personal attributes that make an individual more likely to secure and
be successful in their chosen occupation, which benefits themselves, the workforce, the
community, and the economy (Yorke and Knight, 2004).
The literature on employability is vast, generally portraying the concept as easily
understood yet intricate in nature (Hartshorn & Sear, 2005), with little consensus on its
true meaning.
Another definition of employability is the capability of working on jobs and the
competencies in fulfilling the designated tasks in their fields of study. For individuals,
employability depends on the knowledge, skills, and abilities they possess, the way they
use assets and presents them to employers, and the context (e.g. personal
circumstances and labor market environment) within which they seek work (Wentling,
2006)
Employability is a two-sided equation, and many individuals need various forms of
support to overcome the physical and mental barriers to learning and personal
development (i.e. updating their assets). It is not just about vocational and academic
skills, but individuals need relevant and usable labor market information to help them
make informed decisions about the labor market options available to them (Wentling,
2006).
On the other hand, Bowden et.al (2000) emphasized that employability should not just
be concerned with preparing graduates to be successful in the labor market but also
about preparing them to contribute to society as responsible citizens, Employability is a
set of graduate attributes; the qualities, skills, and competencies to prepare the
graduates, skills, and competencies to prepare the graduates to a higher level of
functional literacies.
Moreover, employability is not just about students making deposits in a bank of skills
Morley (2001). Knight (2001) and Yorke (2001) considered the concept of employability
to be a combination of personal qualities, skills of various kinds, and subject
understanding but also an "alumni survey" to provide information and serve as a basis
for future planning activities.
With a similar position, Menteri Pengajian Tinggi (2006) cited that Graduate Tracer
Study has proven to be an effective method in getting accurate and quick inputs for
ensuring the human capital produced by higher education institutions is at all times
relevant and able to meet the ever-changing demand of job market.
With such qualities sought after by employers, applicants who work not only for money
but to contribute to the organization could be considered self-actualized but practical life
seekers, the reason why people work, is they work for money to pay for necessities
such as food, clothing, and housing. They also work to satisfy their needs for social
contact, esteem, and self-realization (Kimbrell and Vineyard, 1999). These are
graduates from school whose records could be traced appropriately.

Experience, Skills, and Training

In portraying graduates with experiences, skills, and training, a common finding in the
literature was the importance of previous work experience for the success of the new
graduates (Rateau and Kaufman, 2009). Employers highlight the importance of previous
work experience as a means for students to mature and gain life experience that only
work can provide (Sleap and Reed, 2006).
Such integration of experiential learning methods and work-related programs had a
significant impact on the development of competencies resulting in a more, work ready''
and a, more balanced graduate" (Coll and Zegwaard, 2006. p.30) where students to
which Harvey (2005) agreed that experiences in working with industries while pursuing
further studies could make up a more competent worker.
Parallel to the above contention, Fallows and Weller (2000) cited the worker's ability to
contribute quickly to the success of the organization as a primary need of employers.
With previous work experience, graduates adjusted to their first job more easily and
expressed a better understanding of different organizational cultures (Fallows & Weller).
However, according to Cappelli (2009), a feature of work reorganization in the last
twenty years has been the democratization of insecurity of work where redundancy is
no longer restricted to semi-skilled and unskilled workers, but opportunities in the
industries, to which Peiperl, et al (2000) agreed that competition at work could be
healthy for workers to be highly motivated to work harder to be recognized and paid
accordingly.
The foregoing literature and studies shed light on the current research undertaking for
they cited instances where graduate tracers were utilized and served as monitoring of
graduates' employability.

Conceptual Framework
The employability of the Graduates can be connected with the following factors such as
professional license obtained, classification of Employment, Duration of First Job,
Competencies Learned in College, and Relevance of the Curriculum to the first job.
These are important variables to consider as most of the new graduates have aimed to
be employed and successful in the real world after college as often measured in terms
of one's current position or employment. In a similar light, the following are merely
personal characteristics of the graduates, but which have been identified by previous
literature as factors that would influence the attractiveness of the graduates as teachers.

The objective of the Study

This study aimed to determine the employability of the graduates of the Bachelor
of Science Technology Teacher Education major in Drafting Technology year 2018,
which combined factual and subjective data from graduates, can provide highly valuable
information on the matching of talents. Tracer studies enable the measurement of
aspects of horizontal matching (relevance of the field of study for the tasks performed in
the job) and vertical matching (suitable position considering the level of formal
qualification), in addition to obtaining to improve the study plan.
Specifically, it sought to attain the following objectives:
To describe the profile of DTTE Alumni Batch 2018
To identify their professional license obtained
To determine the employment history or work experience of the graduates
To determine the relevance of their undergraduate degree to their work.
To determine the usefulness of the competencies they learned from college up to their
present job.
To solicit suggestions/comments for improving the curriculum offering of the
department.

SIGNIFICANCE OF THE STUDY

The results of the study would benefit the following group or individuals:
To the Student. The results of the study will guide the students taking the Bachelor of
Technical Vocational Teacher Education major in Drafting Technology course in
preparation for future employment.
To the Teachers. The findings of this study will lead to the factors in maintaining
excellence in teaching to continually produce quality graduates.
To the Department. The results of this study might be a good input to the department for
the improvement of the curriculum as to what courses are to be included and excluded
in the existing curriculum offered.
To the Administrators. The results of this study may guide school administrators on how
to improve the employability of their graduates through the recommendations from the
alumni.
To the Future Researchers. This study may help future researchers as a reference for
further studies.

Definition of Terms
To facilitate a better understanding of this study, the researchers tried to give the
definitions of some terms used herein. For further classification and convenience of the
reader, the words are defined as follows:
Competencies. These are particular qualities that a company's recruiters have decided
are desirable for employees to possess. (Dictionary.com 2017). This study refers to the
useful competencies learned by the respondents in college.

Curriculum. The aggregate of courses of study given in a school, college, or university,

etc. (Dictionary.com 2017). As used in this study, it refers to the courses being offered
by the college to respondents.

Employability. A person's capability of gaining initial employment, maintaining

employment, and obtaining new employment if required. In simple terms, employability
is about being capable of doing or keeping fulfilling work. (Psychology.wikia.com 2017).
As used in this study, it refers to the respondents' capability of getting a job inclined to
their profession and employment status.

Employment Status. The status of a worker in a company is based on the contract of

work or the duration of work done. A worker may be a full-time employee, a part-time
employee, or an employee on a casual basis. (Uslegal.com). This study, refers to the
state of the respondents in terms of employment whether they are employed,
underemployed, or employed.

Graduate. A person who has received a degree or diploma on completing a course of

study. (Dictionary.com2017). Used in this study, it refers to one in whom an academic
degree has been conferred or a student who completed a level of education.

LET (Licensure Examination for Teachers). Is a test of the overall knowledge and
proficiency of prospective teachers to provide a reliable structure, in which the practice
of prospective teachers can be measured and proven, and it gives access to continuing
growth and development.

Occupation. Refers to the type of work done during the time-reference period by the
person employed (or the type of work done previously, if the person is unemployed),
irrespective of the industry or the status in employment in which the person should be
classified. (OECD.com 2001)

Performance. How the efficiency with which something reacts or fulfills its intended
purpose. (Dictionary.com, 2017). As used in this study, it refers to the performance of
the respondents in the Licensure Examination for Teachers (LET).

Skills. The expertise or talent needed to do a job or task. Job skills allow you to do a
particular job and life skills help you through everyday tasks. (Dictionary.com, 2017)
This study refers to the learning, ability, or proficiencies of a graduate achieved in
college that can be a tool to be employed in their respective target or working place.

Tracer Study. Refers to the investigations in which a sample of individuals are studied at
a given time, and then located and studied again at one or more successive stages in
their lives. The essential feature of such studies is that characteristics of the same
subjects are observed at two or more points in time. (Sciencedirect.com). This study
refers to the tool of a database for graduates.