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EMPLOYMENT OF OUT-OF-SCHOOL YOUTH IN SELECTED

BARANGAY IN CAVITE CITY

MARY ANN G. JOSE

AGNES V. PINEDA
CHRISNA A. RAMOS

An undergraduate thesis proposal presented to the faculty of the Department of

Management of Cavite State University-Cavite City Campus, Cavite City in partial
fulfillment of requirements for the degree of Bachelor of Science in Business Management
Major with Marketing Management.

INTRODUCTION

One of the most pressing short-term, and indeed long-term global challenges today

is youth unemployment. ABS-CBN news reported dated March 07, 2019 that 44.6 percent

were unemployed in the Philippines are belong from the youth sector aged 15-30 years old

for the period of October 2018, according to Philippine Statistics Authority Labor Force

Survey compared with the previous year’s figure comprises 43.9 percent which is slightly

increased by 0.7 percent Lachica (2018). In the article entitled Politiko South Luzon, 2018

Cavite 2nd District Representative Strike Revilla explained that almost 50 percent of those

unemployed are the youth.

The youth are very important in nation building and for the growth and progress of

one country, but most of the youth today are troubled not only because of poverty but the

many things in their surroundings due to this circumstance being unemployed. Despite

vocal concern around the issue of youth unemployment and there are programs already set

by the government to address the issue of the out-of-school youth still, it is not resolved.
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Lampech, W. (2017, August); when the hopeless and uneducated young people

used their time to some irrelevant and unnecessary things argued that students from

different level dropped of school for many reasons and youth unemployment is a concern

that needs to be addressed.

The researchers conduct this study because there are many unemployed out-of-

school youths and is rapidly increasing resulting to a serious problem for the future of the

country and this study will examine the barriers to employment by generally gather the

data to analyze the link between unemployment among the youth towards employment

opportunities in the country.

Statement of the Problem

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This research seeks to know about employment of out-of-school youth in selected

Barangay in Cavite City. Specifically, it seeks to answer the following questions.

1. What is the socio- economic profile of the participants according to their:

a. age;

b. gender;

c. civil status;

d. gross income of the family and

e. level of education

2. What are the barriers encountered by the out-of-school youth in seeking an

employment?

3. Is there a significant difference between socio-economic profile of the participants

and the barriers encountered in seeking an employment?

4. What are the programs that can be recommended for the out-of-school youth to be

employed?

Objectives of the Study

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The study aims to achieve the following objectives:

1. To describe the socio-economic profile of the participants according to their:

a. age

b. gender,

c. civil status

d. gross income of the family and

e. level of education.

2. To identify the barriers encountered by the out-of-school youth in seeking

employment.

3. To analyze statistical significant difference between socio-economic profile of the

participants and barriers encountered in seeking an employment.

4. To recommend programs to improve out-of-school-youth unemployment rate

aimed at helping out-of-school youth to be employed.

Significance of the Study

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The results of this study will be of great benefits to the following:

To the Selected Barangay in Cavite City, this research will be beneficial to the

households to be aware of that there are government programs for the youth that cannot

afford a formal school.

To Barangay Officials, this study will help the barangay officials to raise awareness

and to increase the number of employed out of school youth in their barangay.

To the Cavite State University, this study will provide information regarding be

beneficial to the students to know that there are some youth that cannot afford the formal

school so that it can be an inspiration for them to give more importance to their studies.

To the Cities/Town outside the Cavite City, this research will help the households

outside the Cavite City to be aware to the government programs that can avail by those out

of school youth in their community.

To the LGU (Local Government Unit of the Cavite City), as mandated by law to

provide an adequate information to improve the initiatives and the programs of the

government that will benefits the out of school youth for their employment.

To Private Sector, this study will help to encourage to participate and be more

involve with the programs and project in helping out-of-school-youth for their employment

as part of their corporate social responsibility.

To the researchers, this study would help the researcher to know the barriers of

being part of formal school and what could be the possible solution to decrease that

unemployed out of school youth.

To the out-of-school-youth and their families, this study will provide an adequate

information about the programs and initiatives of the government that can provide them a
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better education and employment.

To the future researchers, this study may provide useful and relevant information

that will be of help in the conduct of further studies on the problem on unemployment of

out-of-school-youth.

Time and Place of the Study

The study will be conducted on January 2019 to December 2019 at selected

baranagays in Cavite City consist of Barangay 11 Lawin, Barangay 36-A Sapsap, Barangay

42-M Pinagbuklod, Cavite City.

Scope and Limitation of the Study

This study focuses on the Employment of Out-of-School Youth in Selected

Barangay in Cavite City. This involves a survey for those who are out of school youth ages

from 15 to 30 years old who are unemployed and did not completed a formal school.

Definition of Terms

Alternative Learning System (ALS). A parallel learning system in the Philippines that

provides a practical option to the existing formal instruction. When one does not have or

cannot access formal education in schools, ALS is an alternate or substitute. ALS includes

both the non-formal and informal sources of knowledge and skills. BNFE (Bureau of Non-

Formal Education) became bureau of alternative Learning system (BALS) and its major

purpose is to deliver quality education to the “deprive, depressed and underserved”

Filipinos.

Barriers. Something that makes it difficult or impossible to achieve or do something.

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Department of Education (DepEd). The executive department of the Philippine

government responsible for ensuring access to, promoting equity in, and improving the

quality of basic education.

Department of Labor and Employment (DOLE). The executive department of

the Philippine Government mandated to formulate policies, implement programs and

services, and serve as the policy-coordinating arm of the Executive Branch in the field of

labor and employment. It is tasked with the enforcement of the provisions of the Labor

Code.

Formal Education. A classroom-based, provided by trained teachers.

Informal Education. Happens outside the classroom, in after school program,

community-based organization, libraries or at home.

Local Government Units (LGUs). Play a major role in a community’s development,

provide the links between the people and government, address its community’s problems

and concerns, enforce policies and hold influence over its communities.

Not in Education, Employment or Training (NEET). Is a person who is “Not in

Education, Employment or Training.

Out of School Youth. 15 to 30 years old who are currently out of school, not gainfully

employed, and have not finished college or post-secondary course.

Poverty. The state of being extremely poor and being inferior in quality or insufficient in

amount.

Technical Education and Skills Development Authority (TESDA). The government

agency tasked to manage and supervise technical education and skills development in the

Philippines.
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Unemployment. The situation of actively looking for employment, but not being currently

employed.

Unemployment Rate. A measure of the prevalence of unemployment and it is calculated

as a percentage by dividing the number of unemployed individuals by all individuals

currently in the labor force. During periods of recession, an economy usually experiences

a relatively high unemployment rate.

Youth. The time of life when one is young, and often means the time between childhood

and adulthood (maturity). It is also defined as "the appearance, freshness, vigor, spirit, etc.,

characteristic of one who is young.

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Conceptual Framework

This research is about Employment of Out of school youth in selected barangays of

Cavite City.

The diagram below shows that each component of the study was interconnected

with each other. The input of the study contains the socio-economic profile of the

participants which are the age, gender, and gross income of the family and level of

education, barriers encountered by out of school youth in seeking employment, reason of

out of school youth why they can’t avail the programs and initiative of the government

related to education and the challenges faced by the out of school youth in government

program provided for them.The process of this study is gathering data, descriptive-

quantitative technique, statistical treatment of data such as weighted mean, standard

deviation, analysis on variance (ANOVA) and purposive sampling. The Output of this

study would be the Employment of out of school youth in selected barangay in Cavite City
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Input Process Output

 Socio-economic profile of
the participants according
to their:
a. Age
b. Gender
c. Civil Status
d. Gross family monthly
income of the family
e. educational level.
 The barriers encountered
by the out of school youth
in seeking an employment.
 Statistical significant
difference between
socio-economic profile
of the participants and
barriers encountered in
seeking an employment.
 Gathering Data
 Descriptive
Quantitative Evaluation on findings
Technique of the main reason in
 Statistical Treatment being unemployed of
of data such as out-of-school youth
Weighted mean,
mean, standard
deviation, Analysis
of Variance
(ANOVA)
 Snowball Sampling

Research Paradigm

Figure 1. Study Flow Diagram of Employment of Out-of-School Youth

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REVIEW OF RELATED LITERATURE

This chapter represents related literature and writing of recognized experts. The

researcher has found the following studies and literature as relevant to the study being

proposed.

Out of School Youth

The term “out-of-school youth’’ means an individual who is not attending any

school as defined under State law not younger than age 15 or older than age 30 and can be

classified as a school dropout. A youth who is within the age of compulsory school

attendance, but has not attended school for at least the most recent complete school year

calendar quarter. A recipient of a secondary school diploma or recognize equivalent who

is a low-income individual. An individual is a subject to the juvenile or adult justice system.

Based on the 2017 Annual Poverty Indicators Survey (APIS), about nine percent of

the estimated 39.2 million Filipinos aged 6 to 30 years old were out-of-school children and

youth (OSCY). OSCY refers family members 15 to 30 years old who are currently out of

school, not gainfully employed, and have not finished college or post-secondary course.
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The most common reasons among OSCYs for not attending school were marriage

or family matters (37.0%), lack of personal interest (24.7%), and high cost of education or

financial concern (17.9%). Among females OSCYs, marriage or family matters (57.0%)

was the main reason for not attending school while lack of personal interest among males

(43.8%) .

Figure 2. Main Reason for Not Attending School of the OSCY’s: Philippines, 2017

Table 1. Percent of OSCY by Reason for Not Attending School of the OSYC’s: Ph, 2017
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Socio-Economic Condition of Out of School Youth

This study made a major contribution related to education as an investment of both

the family and the government to capacitate the human resources. Through education, the

youth learn cognitive skills, competencies, and knowledge, and can provide output of great

economic value upon their participation in the work place. The earlier the youth quit from

school, the lesser they acquire cognitive abilities, competencies, and knowledge

(Fernandez & Abocejo, 2014).

In a landmark study Fernandez and Abocejo (2014), argued that dropping out from

school continues to be a phenomenon in the Philippine education in spite of the fact that

every year the government through school authorities dovetails efforts to drumbeat the

importance of education in human life; their reports showed incidences of dropouts among

students especially in rural areas, and these dropouts who are lacking in saleable skills end

up as nonfunctional and unproductive manpower in the society. Quitting from school

before earning a high school diploma makes the disadvantaged young people unprepared

for the world of work and makes them the subject of high risk of poverty.

Some students quit because of problems with a certain subject, some because of

pregnancy, and others because they must work to support their family (Fernandez &

Abocejo, 2014); their reports about rural youth do not just while away their time, instead

they work to earn a living in blue-collar jobs such as farm labor, construction worker,

household help, or stay at home to do routine chores and take care of younger siblings

(Fernandez & Abocejo, 2014) found that they are not competitive and have an employment

opportunities (Concepcion, 2012). Poverty erodes the quality of life and reduces the force

of democratic institutions. Access to productive assets such as land, water, credit,

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education, and public health services is the essence of public service. However, there are

difficulties concerning the provision of these basic services. The poor which is less

organized have more difficulties of access (Teodosio, 2010).

In effect, the lack of power of the poor makes them easily ignored, and as a result

they have little say in the decisions that affect them particularly in changing their lives for

the better (Concepcion, 2012). Fernandez and Abocejo (2014) discovered that poverty

incidence is strongly associated with the number of working youth not attending school.

Poverty commands the youth to leave the school early and force them to become laborers.

School-age youth are tempted to work because of short term income opportunities, and

they have taken on the responsibility of augmenting the household income and of providing

the needs of their households. The existence of the OSY in the community naturally co-

exists and goes together with poverty. What makes the issue worse is the vulnerability of

the OSY to further neglect (Fernandez & Abocejo, 2014). According to Aldaba, Lanzona,

and Tamangan’s 2004 study (as cited in Fernandez & Abocejo, 2014), the cost of education

is often the cause for the school youth to leave from school. Even if education is free in

public schools, parents would still have to source out considerable amount of money for

their children’s transportation, food, uniforms, school supplies, laboratory materials, and

sundry school-related costs. A big family size brings a negative impact in the overall

welfare of the household. The study on the issue revealed that 57.3 percent of families with

seven children were in poverty, and that a meager 23.8 percent of families with two

children were living below the poverty threshold (Orbeta, 2003, as cited in Fernandez &

Abocejo, 2014).
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Variables Associated with Dropout

There is a wide range of variables correlated with dropout. Three main indicators,

known as the ABC’s of disengagement, are attendance, behavior, and course performance

(or academic achievement) have been a primary focus (Mac Iver & Mac Iver, 2009), but a

wide range of additional variables have been identified as being correlated with dropout,

including factors from family support, to engagement, to student mobility.

Attendance

Attendance, or absenteeism, is the first factor (Balfanz & Chang, 2013; Frazelle &

Barton, 2013), and is linked to dropout at all levels (e.g., elementary, middle, and high

school; Hammond, Linton, Smink, & Drew, 2007). Absenteeism is a problem nation-wide,

with 5-7.5 million students chronically absent from schools each year (Balfanz & Chang,

2013). School dropout is an issue that impacts more than just the student who makes this

decision; it also affects his or her family, the community, and society as a whole (Christle,

Jolivette, & Nelson, 2007). There is an overwhelming amount of research that explains the

harsh realities of how school dropout negatively impacts students for the rest of their life.

For instance, students who drop out report higher levels of unemployment, lower wages,

and greater health concerns later in life (Christle et al., 2007).

Behavior

Behavior is the second factor in drop out (Balfanz & Chang, 2013; Frazelle

&Barton, 2013). Student behavior can be measured in many ways within the school system.

For example, problem behavior can consist of behaviors such as truancy, cutting class,

and/or drug or alcohol abuse. Regardless of the definition and measures of problem

behavior, it is consistently cited as being positively correlated with dropout – that is, as
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problem behavior increases, the risk for dropout increases (Balfanz et al., 2010; Christle et

al., 2007; Fall & Roberts, 2012; Frazelle & Barton, 2013; French& Conrad, 2001; Klare,

2008; Neild et al., 2007; Protheroe, 2009; Rueble et al., 2002; Sparks, 2013; Suhet al.,

2007). It is important to note, however, that disciplinary infractions alone are not cause for

dropout. A study by Suh et al. (2007) identified students who had been suspended at least

once as having a heightened risk of dropping out related to 16 different factors. Among

those factors related to poor behavior, they also found that when peers were planning on

graduating and students had a positive regard towards teachers, their chances of graduating

were higher. These indicators serve as protective factors that may keep students in school

even when problem behavior is high. This evidence alludes to the fact that students with

poor behavior can either increase or decrease their risk of dropping out, contingent on other

environmental and personal factors.

Course performance

Course performance is the final drop out factors (Balfanz & Chang, 2013; Frazelle

& Barton, 2013). Course failure, academic success, and course success are all terms that

are used to describe a student’s performance on course work, which is measured by

individual grades and overall GPA. Academic success has consistently been reported as a

primary factor in calculating students’ drop out risk (Balfanz et al., 2010; Heppen et al.,

2008; Heppen & Therriault, 2008; Nield et al., 2007; Pinkus, 2008; Reyes, 1993)
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Demographic Variables

A variety of demographic variables may also be used to attempt to predict the

likelihood of a student dropping out of school.

Race and ethnicity

National drop out statistics demonstrate that White and Asian students drop out at

a rate below the national dropout average, while Hispanic and Black students drop out at a

higher rate (Hayes, 2000).

Socioeconomic status

Many studies have found that students from low SES families drop out more often

than students from high SES families (Christle et al., 2007; Hayes, 2000; Nowicki, Duke,

Sisney, Stricker, & Tyler, 2004), which is true at all levels of education (Hammond et al.,

2007). Clearly some students may drop out of school to earn money to support themselves

and their families. However, it is not this fact alone that puts these students at a higher risk

for dropping out. Placing students in low academic tracks, negative peer relationships, and

poor neighborhood environments are all factors that detrimentally affect students from low

SES families. Academic tracking is a method in which teachers group students with similar

abilities together in hopes of creating more homogeneous groups of students. Weblow,

Urick, and Duesbery (2013) found that minorities and low SES students are

disproportionately placed in lower tracks, making them 60% more likely to drop out than

other students. Another factor that affects low SES students more than high SES students

is peer rejection. French and Conrad (2001) found the 82% of peer-rejected students from

high SES families graduated while only 55% of rejected students from low SES families
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did, suggesting that students from more advantaged families are better suited to cope with

negative social interactions.

Disability status

At the middle and high school level, disabilities and/or emotional disturbance has

been linked to dropping out (Hammond et al., 2007). In the 2008-2009 school year, 22%

of students with disabilities dropped out, with the highest rates of dropout occurring for

students with emotional disturbance (Snyder & Dillow, 2012). Due to the low rates of

students with disabilities who attend college or some sort of postsecondary institution after

dropping out of high school (Newman, Wagner, Cameto, & Knokey, 2009), it is very

important to keep these students in school, as 12 out of the 20 fastest growing jobs require

at least an associate degree (Bureau of Labor Statistics, 2010).

Grade retention

Retention is the act of having a student repeat their current year of schooling due to

unmet educational or social standards (Reschly & Christenson, 2013). Grade retention is

often cited as one of the leading reasons that students drop out of high school (Balfanz et

al., 2010; Christle et al., 2007; Rueble et al., 2002); in fact, Hammond et al. (2007) found

that retention was linked with dropout in multiple studies across elementary, middle, and

high school. Researchers have indicated that 78% of all dropouts have been retained at

least once (Jimerson, 2001), and after two retentions the chances of the student dropping

out increases to almost 100% (Shepard & Smith, 1990). Roderick (1994) found that 70%

of retained students dropped out, while only 27% of students who were not retained chose

to drop out. Retention is not only linked to dropout, but also to poor life outcomes. Jimerson

(1999) reports that retained students receive lower paychecks and are employed at a lower
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rate than equally low-achieving but promoted students. These students are also linked to

higher rates of substance abuse and criminal behavior.

School climate

In addition to factors within the student, certain school characteristics increase the

chances of students dropping out. Christle and colleagues (2007) documented differences

between high schools with high versus low rates of dropout. The key school variables that

they noted were: school climate, administrative experience, and family involvement. In

terms of school climate, researchers noted that schools with high dropout rates differed in

the cleanliness and condition of the school, with more negative ratings of both. There was

also more supervision in schools with lower dropout rates, and a lower student to teacher

ratio. Administratively, Christle and colleagues (2007) found that teachers and personnel

dressed more professionally at schools with lower dropout rates and had more positive

interactions with students than at schools with high rates of dropout. Administrators at

schools with low dropout rates also identified themselves as working at the school for

longer periods of time than administrators at schools with higher dropout rates. Finally,

administrators at low dropout rate schools identified a higher level of parental engagement

as well as a greater need for reduced dropout rates than administrators at schools with

higher levels of student dropout. These findings emphasize the importance of the school

climate and the potential benefit of school climate surveys in helping administrators better

understand the dynamics of their schools.

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Not in Education and Employment Training (NEET)

Young people who are not in employment, education or training (NEET), as a

percentage of the total number of young people in the corresponding age group, by gender.

Young people in education include those attending part-time or full-time education, but

exclude those in non-formal education and in educational activities of very short duration.

according to the ILO (2016), employment is defined guidelines and covers all those who

have been in paid work for at least one hour in the reference week of the survey or were

temporarily absent from such work. Therefore, NEET youth can be either unemployed or

inactive and not involved in education or training. Young people who are neither in

employment nor in education or training are at risk of becoming socially excluded –

individuals with income below the poverty-line and lacking the skills to improve their

economic situation.

According to DOLE (2017), 4 million Filipino youths are not studying and

unemployed. 3.14 million or 73% of the youth classified under “not in education and

employment” (NEE) status were economically inactive or not in labor force. The number

of NEE in labor force increased from 1.08 million in a year 2016 to 1.15 million. The

number of female NEE dropped to 2.72 million from 2.90 million in 2016. Female youth

account for the bigger share of the youth NEE as compared to male NEE. The number of

male NEE increased to 1.56 million from 1.44 million in a year 2016.

According to The International Labour Organization (2016) Unemployment and

total employment are the broadest indicators of economic activity as reflected by the labor

market. It defines the unemployed as members of the economically active population who

are without work but available for and seeking work, including people who have lost their

jobs or who have voluntarily left work. Some unemployment is unavoidable. At any time
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some workers are temporarily unemployed - between jobs as employers look for the right

workers and workers search for better jobs. Such unemployment, often called frictional

unemployment, results from the normal operation of labor markets. Youth unemployment

is an important policy issue for many economies. Young men and women today face

increasing uncertainty in their hopes of undergoing a satisfactory transition in the labour

market, and this uncertainty and disillusionment can, in turn, have damaging effects on

individuals, communities, economies and society at large. Unemployed or underemployed

youth are less able to contribute effectively to national development and have fewer

opportunities to exercise their rights as citizens. They have less to spend as consumers, less

to invest as savers and often have no "voice" to bring about change in their lives and

communities. Widespread youth unemployment and underemployment also prevents

companies and countries from innovating and developing competitive advantages based on

human capital investment, thus undermining future prospects. The NEET group is

particularly at risk of both labour market and social exclusion, because this group is neither

improving their future employability through investment in skills nor gaining experience

through employment, . In addition, the NEET group is already in a disadvantaged position

due to lower levels of education and lower household incomes. In view of the fact that the

NEET group includes unemployed youth as well as economically inactive youth, the NEET

rate provides important complementray information to labour force participation rates and

unemploymenent rates. For example, if youth participation rates decrease during an

economic downturn due to discouragement, this may be reflected in an upward movement

in the NEET rate. More generally, a high NEET rate and a low youth unemployment may

indicate significant discouragement of young people. A high NEET rate for young women
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suggests their engagement in household chores, and/or the presence of strong institutional

barriers limiting female participation in labour market.

The K to 12 Curriculums

Enhancing the quality of basic education in the Philippines is urgent and critical.

Due to that, one of the discussions of DepEd is to enhance the basic education program of

the country in a manner that is least disruptive to the current curriculum, most affordable

to government and families, and aligned with international practice through the K-12

policy. The academic year 2016-2017 is a big turning point in Philippine Education system

since a vast makeover will happen. The new curriculum which is known as K to 12

Enhanced Basic Education Curriculum, under the newly signed K to 12 Basic Education

Program Law Senior High School (SHS) will officially be implemented nationwide

starting with Grade 11 in SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2

years Senior High School is a specialized upper-secondary education composed of a

common Core Curriculum and Tracks.

Each track will have strands, which is also known as specializations within a track.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a

total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per

semester for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to

complete the Senior High School level.

According to Antonio Tinio and France Castro (2018), The “ill-planned” and

“haphazardly” implemented K -12 program contributed to the rising number of out-of-

school children and youth Many children are either out of school or have dropped out of

school, and the K-12 program is to be blamed, two party-list representatives claimed. Most
 23

of them, or almost 3.3 million, are aged 16 to 24 years old who are supposed to be in senior

high school or college level already. More than half or about 53 percent, of them belong to

the poorest families, Tinio (2018). While the state “brags” about the increase in the net

enrolment in elementary and high schools, there are still millions deprived of their right to

education, Tinio (2018). Eight percent of Grade 6 students do not graduate while 18 percent

of junior high school students do not reach senior high school, Castro and Tinio (2018). K-

12 neglects to provide sufficient funding to school and putting the burden to teachers,

student and parents. The government failed to sufficiently plan and prepare for the

implementation of the new curriculum, Castro (2018).

Republic Act (RA) 10917

RA 10917 is a law that amended the the Special Program for the Employment of

Students (SPES) to expand its reach by targeting not only poor students but also the ot-of-

school youth. With more than P70-million funding in 2017, the Department of Labor and

Employment said about 164,000 so-called millennial benefited from the SPES nationwide.

The law further raised the age limit of the program’s beneficiaries from 15 to 25 to 15 to

30 and extended the SPES employment period from 20 to 52 days to 20 to 78 days. Services

rendered during the period of employment, relevant and related to the course of the

beneficiary, may have equivalent practicum or on-the-job training credits, while the period

of employment of SPES beneficiaries who are eventually hired as employees by the same

employer shall form part of their probationary period. Under the law, 60 percent of the

salary of the beneficiaries will be paid by the employer, while the remaining 40 percent

will be shouldered by the government, both to be paid in cash.

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According to Juan Edgardo Angara (2017), many of our youth were forced to stop

going to school due to financial difficulties. This is the reason why we expanded the

program to give them the opportunity to earn money and continue their studies. Salary

should be used to pay for tuition and other education-related expenses, including their daily

allowance for food and transportation and this will be a great help to help them save money

to continue their studies for the next semester or school year, Angara (2017) The original

SPES law aims to help poor students in pursuing their education by encouraging

establishments and government agencies to employ them during summer and Christmas

vacations. To strengthen the program, the new SPES law mandates that the out-of-school

youth and college and technical-vocational or tech-voc students may be employed at any

time of the year.

Technical Education and Skills Development Authority (TESDA)

(Commission on Higher Education [CHED], 2012). The country’s out of school

youth (OSY) will get another shot at education that could open up opportunities for landing

jobs or starting their own business through TESDA. The Technical Education and Skills

Development Authority (TESDA) and the Department of Labor and Employment (DOLE)

recently converged two of their major programs to offer training and employment

opportunities for 7,000 OSYs. The program involves the convergence of TESDA’s

Training for Work Scholarship Program (TWSP) and DOLE’s Special Program for the

Employment of Students (SPES) to give boost to technical vocational training by making

it within reach of young students who could not continue their studies because of poverty.

The TWSP-SPES program is open to applicants between 15 and 25 years of age, who have

reached at least high school level and have received an average passing grade during the
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last school term attended. TESDA will select the OSY and identify the qualified institutions

where the youth will be enrolled. The agency will also oversee the training and afterwards

administer the competency assessment for those who will complete the program.

Villanueva (2012) stated, “This is giving second chance to the young people who are not

in education. We want to offer them an alternative education so they would have the skills

they need to get ready for work,”

DepEd Programs for Out-of-School Youth

The is the executive department of the Philippine government responsible for

ensuring access to, promoting equity in, and improving the quality of basic education. The

mission of the Department of Education is “to protect and promote the right of every

Filipino to quality, equitable, culture-based and complete basic education”. Republic Act

no. 9155 ensure that the values, needs and aspirations of a school community are reflected

in the program of education not only for children and adult but also to the Out-of-school

youth. The Philippine government through the Department of Education has implemented

the Alternative Learning System (ALS) as a crucial component of Philippine education to

provide every individual with access to quality basic education to reduce illiteracy rate as

envisioned in the Education for All (EFA) 2015 Philippine Plan of Action. The Alternative

Learning System (ALS) Program gives the out-of-school youths and adults a chance to

improve their quality of life and increase their literacy level. The Alternative Learning

System (ALS) is free education program implemented by the Department of Education

(DepEd) under the Bureau of Alternative Learning System which benefits those who

cannot afford formal schooling and follows whatever is their available schedule. The

program provides a viable alternative to the existing formal education instruction,

 26

encompassing both the non-formal and informal sources of knowledge and skills. There

Programs offered by DepEd under the Alternative Learning System:

Accreditation and Equivalency Program (A & E Program)

The Accreditation and Equivalency (A&E) Program is a program aimed at

providing an alternative pathway of learning for out-of-school children, youth and adults

who are basically literate but who have not completed the 10 years of basic education

mandated by the Philippine Constitution. Through this program, school dropouts can

complete elementary and high school education outside the formal school system. The

program caters to those who want to acquire literacy skills and continue schooling in both

the secondary and tertiary levels. Target beneficiaries include the

unemployed/underemployed out-of-school youths and adults, elementary and secondary

school dropouts/leavers, industry-based workers, housewives, maids, factory workers,

drivers, members of cultural minorities/indigenous people, persons with

disabilities/physically challenged, inmates, and rebels, who want to go to the formal

education system and eventually finish a career. The Accreditation and Equivalency (A&E)

Test is given after completion of the modules to provide learners with a range of

alternatives to allow continuity of education in the formal school system. Once the test-

takers passed the examination, certification of learning achievements at two learning levels

either in the elementary or secondary is given that is comparable to the formal school

system. However, results of the last five (5) years revealed that the passing percentage of

the ALS A & E test takers fell short of the standard passing set by the Department of

Education.
 27

Basic Literacy Program (BLP)

The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy

among out-of-schools youth and adults (in extreme cases school-aged children) by

developing basic literacy skills of reading, writing and numeracy.

K4 Program (Kariton, Klasrum, Klinik at Kantin)

The K4 Program—which stands for Kariton Klasrum, Klinik, Kantin (Pushcart

Classroom, Clinic, Canteen) is intended to address the needs of out-of-school children and

encourage them to return to formal schooling. This is a two-hour weekly program that runs

for 6 months. With the use of Kariton, a pushcart commonly used for collecting and selling

scrap, children and youth are provided with alternative education (Klasrum), healthcare

(Klinik), and food (Kantin). As part of the effort in promoting inclusive education

nationwide, the Department of Education (DepEd) is replicating the Dynamic Teen

Company's (DTC) Kariton Klasrum made popular by CNN Hero awardee Efren

Penaflorida, Jr. By expanding the project nationwide, DepEd and its partners intend to

address the needs of hard-to-reach learners and out-of-school children and youth (OSCYs).

The goal of the program is to get the children and youth back to school.

E-skwela

The eSkwela Project is a flagship project of the Commission of Information and

Communications Technology (CICT) together with the Department of Education-Bureau

of Alternative Learning System (BALS) that provides ICT-enhanced educational

opportunities for the country’s out-of-school youth and adults. Funded initially by the

APEC Education Foundation (AEF), it currently gets its funding from the e-Government

Fund provided by the National Government. Under this project, community-based e-

 28

Learning Centers are being stablished across the country where ICT-supported alternative

education programs are taking place. With the use of relevant interactive e-learning

materials, blended and collaborative modes of instruction, and performance-based

assessment in a problem/project-based learning environment, it seeks to bridge the

widening digital divide and social chasms between those who are educated and those who

are not.

The E-skwela provide educational opportunities to help reduce the digital divide

and enhance their capacity to be successful participants in a global and knowledge-based

economy. More specifically to help BALS produce and use interactive multimedia learning

materials for out-of-school youth and adults via relevant and interactive computer-based

multimedia learning resources that will be the primary source of instruction.

Abot-Alam Program

A program headed by the Department of Education and National Youth

Commission hopes to go one step further in "eradicating" out-of-school youths. The DepEd

in partnership with the Youth At Venture joined hands in the implementation of the said

program to help the OSY a chance to finish their education as well as to get source for their

living. The Youth At Venture is an entrepreneurship program that aims the disadvantaged

young people to most likely to start with their own business. Abot-Alam is a convergence

program involving national government agencies under the Human Development and

Poverty Reduction Cluster of the Cabinet. Through the collective effort of these agencies,

in partnership with local government units, civil society organizations, the private sector

and community-based groups, Abot-Alam is aimed at mapping out-of-school youth and

matching them with appropriate government, private-sector, or civil-society programs that

 29

will give them opportunities for education, employment and entrepreneurs. Even as the

DepEd goes full gear in the implementation of this major reform initiative, it is also mindful

of the fact that not all young learners have ready or easy access to school. In far-flung

communities, young learners must walk long distances or wade or even swim through

rivers just to be able to get to school. This is very taxing on their young bodies and many

of them ultimately lose interest in getting an education.

Based on Philippine Daily Inquirer there are children and youth at risk on the

streets, unable to go to school because of extreme poverty and other constraints. Many

children and youth also live with their families in off-grid communities, where they use

candles and kerosene lamps to read and study, exposing them to eyestrain and dangerous

fumes. Then there are those who dropped out of school in the last two decades, and who

are now 15-30 years old; many of them have not completed high school and now want to

acquire skills to get employed or to set up their own small business. DepEd assumes that,

more than 1.9 million out of school youth have been mapped and listed in the Abot-Alam

database. More than 400,000 of them have been enrolled under various programs in

education, employment and entrepreneurship. The enthusiasm with which the program is

received in the provinces, cities and municipalities has been very encouraging and

heartwarming. But there is still a long way to go to attain its vision of “Zero OSY

Philippines.
 30

METHODOLOGY

This chapter shows the research design and methodology of the study. It consists

of the research design, hypothesis, and source of data, sampling technique, gathering

procedure, and statistical treatment.

Research design

The researchers will employ a quantitative-descriptive research type of research

because of its appropriateness to the study.

Quantitative research presents the statistical measure used to answer the research

problems that requires mathematical computation this section lists the statistical tools used

including the formulas for each tool. Descriptive research of descriptive studies is to

describe, and interpret, the current status of individuals, settings, conditions, or events

(Mertler, 2014). In descriptive research, the researcher is simply studying the phenomenon

of interest as it exists naturally, no attempt is made to manipulate the individuals,

conditions, or events. Two commonly used quantitative, non-experimental, descriptive

research design are observational research and survey research.

Part of this research is to carry out a structured interview also known as

standardized interview is a quantitative research method commonly employed in survey

research. The aim of this approach is to ensure that each interview is presented with exactly

the same question in the same order.

 31

Hypothesis

Ho1- There is no significant difference between socio-economic profile and the

barriers encountered by out-of-school youth in seeking employment in selected barangays

of Cavite City.

Source of Data

The sources of data are the primary data of this study are the out of school youth

who are unemployed ages 15-30 through survey questionnaires and the secondary datas

such as books, journals, website, internet and blogs.

Participants of the Study

The participants of the study will be the out-of-school youth of selected barangay

in Cavite City such as Barangay 11 Lawin, Barangay 36-A Sapsap, Barangay 42-M

Pinagbuklod, ages 15-30 years old who are unemployed and not completed a formal school.

Sampling Technique

The researchers will use Snowball sampling technique. As stated by Polit-O’Hara

and Beck (2016), the snowball effect occurs as referrals multiply at each step. This method,

which is also called the “chain method,” it is efficient and cost-effective to access people

who would otherwise be very difficult to find. In this method, the researcher asks the first

few samples, if they know anyone with similar views or situations to take part in the

research. Asking them may refer you to other people who fit your study requirements, then

follow up with these new people. People tend to associate not only with the same study

selection characteristic but also with other characteristics. This increases the chance of

correlations being found in the study that do not apply to the generalized wider population.

The need to get the person to give you a referral also means that the researcher has to form
 32

a relationship with the person and be nice to them. This can change the study results as

affective biases in both the researcher and the target person change how they think and

behave.

The snowball method not only takes little time but also provides the researcher with

the opportunity to communicate better with the samples, as they are acquaintances of the

first sample, and the first sample is linked to the researcher.

Data Gathering Procedure

The researcher will gather the actual data gathering following these steps:

In data gathering, first the researcher will submit a request letter to the authority of

the school for the approval of the survey questionnaires in selected barangay of Cavite

City.

Second, the researchers will make a formal letter addressed to the barangay officials

of selected barangay of Cavite City related to out-of-school youth unemployment. As part

of the study the researchers will conduct a pre-test to the actual participants.

Third, the researchers will collect the survey right after the participants finish

answering and consolidate the data to analyze using statistical treatment of this study and

will make revision in some questions that needs clarification.

Fourth, after the revisions of the survey questionnaires it will be presented to the

adviser for the final approval.

Fifth, the researchers will present the letter to the barangay officials for the approval

of dissemination of survey questionnaires to the out-of-school youth of selected barangay

in Cavite City.
 33

Six, the survey questionnaire will distribute to the out-of-school youth of selected

barangay of Cavite City and personally collected by the researchers and all the answers

will be analyze, tabulate the data, summarize and interpret to accumulate the necessary

information that is needed for the study.

Statistical Treatment of Data

The researchers use the following formula for the study

Frequency (f ) the rate at which something occurs or is repeated over a particular period

of time or in a given sample. It will use the actual response to a specific question in the

questionnaire.

Percentage, this will use to describe a part of the whole. A number or rate that is expressed

as a certain number of parts of something divided into 100 parts.

Frequency and percentage will use to determine the quantitative relation to the

whole response. The process of gathering the percentage is dividing the frequency (sum of

responses) by the total number of responses.

The formula used in the application of this technique is

% = (f/n) x 100

Where:

% = percentage

f = frequency

n = number of respondents
 34

Weighted Mean

Another statistical technique that will be used by the researcher is the weighted

mean. It will be used to determine the average responses of the different options provided

in the various parts of the survey questionnaire to be used. It was solved by the formula:

x = ∑ fx/n

Where:

x = weighted mean

∑ fx = the sum of all the products of f and x, f being the frequency of each weight and x as

the weight of each operation

n = total number of respondents

Standard Deviation

Standard deviation is the number used to tell how measurements for the group are

spread out from the average (mean) or expected value. The formula for this is given by:

∑(𝑥−𝑥̅ )2
s=√ 𝑛−1

Where:

x = value given

x̅ = mean

n = total number of values

 35

Table 2. Conversion of level of barrier into verbal interpretations

WEIGHTED MEAN SCALE VERBAL INTERPRETATION

1.00 – 1.75 1 Not Barrier

1.76 – 2.50 2 Somewhat Barrier

2.51 – 3.25 3 Moderate Barrier

3.26 – 4.00 4 Extreme Barrier

.

Likert Scale

The Likert scale method (Emory, 1993) of Summated Ratings was used in the

study. The Likert Scaling Technique assigns one scale value of each of the different

responses. The total assigned value will be determined by using the weighted mean. The

scoring system for each item must be such a high score consistently reflects favorable

response and a low score reflects an unfavorable response.

ANOVA

In this study, Analysis of variance, or ANOVA was used to show difference

between two or more means or components through significance tests. It also shows us a

way to make multiple comparisons of several population means. This statistical technique

is performed by comparing two types of variation, the variation between the sample means,

as well as the variation within each of the samples. Below mentioned formula represents

one way.

One-way ANOVA
 36

Formula:

𝑀𝑆𝑇
F = 𝑀𝑆𝐸

Where

F = Anova Coefficient

MST = Mean sum of squares due to treatment

MSE = Mean sum of squares due to error

 37

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