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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
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
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
a. age;
b. gender;
c. civil status;
e. level of education
employment?
4. What are the programs that can be recommended for the out-of-school youth to be
employed?
a. age
b. gender,
c. civil status
e. level of education.
employment.
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
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
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
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
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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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.
baranagays in Cavite City consist of Barangay 11 Lawin, Barangay 36-A Sapsap, Barangay
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
Filipinos.
government responsible for ensuring access to, promoting equity in, and improving the
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.
provide the links between the people and government, address its community’s problems
and concerns, enforce policies and hold influence over its communities.
Out of School Youth. 15 to 30 years old who are currently out of school, not gainfully
Poverty. The state of being extremely poor and being inferior in quality or insufficient in
amount.
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.
currently in the labor force. During periods of recession, an economy usually experiences
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.,
Conceptual Framework
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
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-
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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Socio-economic profile of
the participants according
to their: Gathering Data
a. Age Descriptive
Quantitative Evaluation on findings
b. Gender
c. Civil Status Technique of the main reason in
d. Gross family monthly Statistical Treatment being unemployed of
income of the family of data such as out-of-school youth
e. educational level. Weighted mean,
The barriers encountered mean, standard
by the out of school youth deviation, Analysis
in seeking an employment. of Variance
Statistical significant (ANOVA)
difference between Snowball Sampling
socio-economic profile
of the participants and
barriers encountered in
seeking an employment.
Research Paradigm
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.
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
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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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
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
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
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
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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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,
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,
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
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
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
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
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
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
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
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
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
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
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.
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
market, and this uncertainty and disillusionment can, in turn, have damaging effects on
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
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
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
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
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
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
According to Antonio Tinio and France Castro (2018), The “ill-planned” and
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
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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
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
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
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
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
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
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
(DepEd) under the Bureau of Alternative Learning System which benefits those who
cannot afford formal schooling and follows whatever is their available schedule. The
encompassing both the non-formal and informal sources of knowledge and skills. There
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
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.
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among out-of-schools youth and adults (in extreme cases school-aged children) by
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
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
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
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
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
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
Abot-Alam Program
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
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
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.
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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
Research design
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
research. The aim of this approach is to ensure that each interview is presented with exactly
Hypothesis
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
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
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
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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
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 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
Fourth, after the revisions of the survey questionnaires it will be presented to the
Fifth, the researchers will present the letter to the barangay officials for the approval
in Cavite City.
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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
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
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
% = (f/n) x 100
Where:
% = percentage
f = frequency
n = number of respondents
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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
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
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
ANOVA
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
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Formula:
𝑀𝑆𝑇
F = 𝑀𝑆𝐸
Where
F = Anova Coefficient
REFERENCES
Annual Poverty Indicator Survey Out of School Youth. (2017). Retrieved from
https://psa.gov.ph/content/nine-percent-filipinos-aged-6-24-years-are-out-school-
results2017-annual-poverty-indicators
https://psa.gov.ph/sites/default/files/attachments/ird/pressrelease/Table%201.xlsx
https://psa.gov.ph/sites/default/files/attachments/ird/pressrelease/Table%202.xlsx
https://psa.gov.ph/sites/default/files/attachments/ird/pressrelease/Table%203.xlsx
Concepcion, J. (2012) Giving hopes to the out of school youth. Retrieved from
www.philstar.com/business/770899/giving-hope-out-of-school-youth
Fernandez, R. C. E. & Abocejo, F. (2014). Child labor, poverty and school attendance:
Evidences from the Philippines by region. CNU Journal of Higher Education 8
114-12.Retrieved from https://www.researchgate.net/profile/Ferdinand_Abocejo/
publication/319505916Child_Labor_Poverty_and_School_Attendance_Evidences
_from_the_Philippines_by_Region/links/59aff691458515150e4ce656/Child-
Labor-Poverty-and-School-Attendance-Edences-from-the-Philippines-by-
Region.pdf ?origin=publication_detail
Hoff, N., Olson, A., & Peterson, R. (2015). Dropout Screening and Early Warning. (pp.
ii-v) Retrieved from
https://k12engagement.unl.edu/DropoutScreening%26EarlyWarning3-27-15.pdf