Research paper (pre ed 2)


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Research paper (pre ed 2)

  1. 1. SCOPE AND DELIMITATIONS This study focuses on the Out of School Youth in Matnog, Sorsogon. This involves asurvey for those who are out of school youth. The selection of respondents are only limitedsince there are lots of people in Matnog who cannot attend formal school. This research is designed to have a thorough knowledge of problems of youths on whythey cannot attend a formal school. And how to them solve their problems by being aware ofthe programs of Department of Education.
  2. 2. PRESENTATION OF DATASURVEY QUESTION1. What is your highest educational attainment?  Did not attend School  Grade 5  Pre-School  Grade 6  Grade 1  1st year High School  Grade 2  2nd year High School  Grade 3  3rd year High School  Grade 4  4th year High School2. What is your reason for not attending formal school?  No school within the Barangay  No regular transportation  High cost of Education  Illness / Disability  Lack of interest  Cannot cope with School work3. What is your classification of household member?  Non-literate  Drop out Elementary  Drop out Secondary  Drop out Tertiary  Employed4. Are you willing to continue your studies with the help of the programs of DepEd? (ALS,TESDA, etc.)  Yes  No
  3. 3. SIGNIFICANCE OF THE STUDY The importance of this study is that every one of us becomes knowledgeable about theyouth who is not lucky to attend a formal school because of many problems. This study can alsohelp the people to realize the importance of having good education and it also for thegovernment to make a solution in order for the youth to have a better education.
  4. 4. INTRODUCTION “Education is the key to success.” Nobody can deny the hard fact that education is anextremely important for bringing change in the lives of individual but not all of us were given achance to attend a formal school. It has universally been recognized as the most powerfulinstrument for gearing up the socio-economic development of the nation. Out of school youth means having a vulnerable people who have needs. In fact, it can besaid that it is pre-condition for the overall up-lift and welfare of nation. This is why investmentin education is considered to be vital for human resource development and the enhancementof the quality of manpower. It is clear that the composition and characteristics of this mostcrucial part of population goes along the way in the process of national development of thepolicy makers and planners in their planning and decision making for the future. According to the Law, every child must attend a formal school were he/she wants. Thegovernment should ensure and support the education of every child. That’s why theDepartment of Education offers free education to all. But this is not really applied by otherinstitutions for they are concern on the salary of the teachers especially in private school. Public schools offer free tuition for enrollment for elementary but also in High Schoolstudents. This may count for high enrollment in schools, although the enrollment has a highresult, many poor families in unable to finance the ancillary school needs of their children. Thereason why out of school youth happens because of the problems in the family that forces ateenager to work early that they shouldn’t be. Department of Education has now a program for out of school youth which is theAlternative Learning System (ALS) in which all the non-schoolers are given opportunity topursue schooling. And even for those who are already married, they can still attend thisprogram if they want to have a certificate that will help them find a better job. Also, for thosewho are dropped out in Elementary and Secondary School may have a chance to attend theTertiary level by passing the examination.
  5. 5. SUMMARY The study entitled “Percentage of Out of School Youth in the year 2011” who availed theALS program of Department of Education, aimed to determine the percentage of Out of SchoolYouth. What are the factors that affect them to be dropped and what is their highesteducational attainment. The respondents in this study have a total of 30 youth. Out of this are 21 males and 9females. To gather data, we conducted a questionnaire to the respondents. The data gatheredwere properly analyzed and interpreted accordingly. The statistical measures used were frequency and rank form.
  6. 6. FINDINGS 18 out of 30 respondents attained in Secondary 6 out of 30 respondents are employed 4 out of 30 respondents attained in Tertiary 2 out of 30 respondents attained in Elementary Almost all the respondents want to continue their studies with the help of the programof Department of Education which is Alternative Learning System Rank 1 is the High cost of Education got 15 respondents Rank 2 is the No regular transportation got 6 respondents Rank 3 is the Illness/Disability got 4 respondents Rank 4 is the Cannot cope with School works got 3 respondents Rank 5 is the Lack of Interest got 2 respondents Rank 6 is the No School within the Barangay got 0 respondents This high cost of Education is the major factor that affects the respondents in BarangayTabunan, Matnog, Sorsogon and it followed by the No regular transportation because of thepoverty.
  7. 7. METHODOLOGYRESEARCH METHOD To achieve our objectives, we use questionnaires to gather data from the respondentswho are out of school youth in Barangay Tabunan, Matnog, Sorsogon.THE RESPONDENTS The respondents in this study made questionnaire. And this questionnaire wassubmitted and was checked by our professor. The final questionnaire was ready foradministration.GATHERING DATA PROCEDURE The researcher interviewed the respondents with the guided questionnaire personally.After two days, the researcher was done interviewing them and later that, the researchertabulated, analyzed and interpreted accordingly.STATISTICAL TREATMENT OF DATA After the tabulation of data, the statistical treatment used was the frequency and rankform.
  8. 8. RELATED LITERATURE (1) Out-of-school youth can go to summer school. The Department of Education (DepEd)is inviting out-of-school youth to attend a summer class where alternative lessons will be taughtusing “learning-friendly strategies.” In a statement, Education Secretary Armin Luistro said theinitiative was part of the department’s move to make education more accessible and inclusiveto all learners. “We are calling on children and youth who have not been to school to attendthis summer class which was specifically designed for them,” said Luistro. Called the alternativedelivery mode (ADM) summer program, the class caters to all youth regardless of gender;physical, intellectual, social condition and linguistic background. This includes high schooldropouts, Luistro added. The program aims to address concerns on access and quality ofeducation in elementary and secondary levels. Luistro instructed all regional ADM teams tomeet with division coordinators and launch a massive information campaign to reach thetargeted summer class attendees. “We are likewise enlisting the support of other educationstakeholders such as parent-teachers associations, local government units, alumni associationsas well as barangay personnel to help the DepEd bring these learners to the summer class,”Luistro said. Registration was conducted during the four Saturdays of February. Paper work,however, is required in case of loss or inadequate registration documents (such as anelementary certificate of graduation, elementary card or high school report card of the last yearattended). Interested attendees are required to secure a certification from their localgovernment and the local office of the Department of Social Welfare and Development. Thecertification should express the willingness of the institution to temporarily act as guardian andassist the prospective enrollee in the submission of the required documents. The departmentdid not say how many out-of-school youth actually enrolled or were able to comply with all thedocumentation requirements. (2) Scholarship grants for out-of-school youth offered. The Department of Labor andEmployment 11 is encouraging the out-of-school youth to avail of the scholarship grants underDoles Training for Work Scholarship Program. Allan Baban, head of the technical support andsystem division, said the labor department in Davao Region is eyeing from 7,000 to 8,000 out-of-school youth to be enrolled this year. The program is part of the Special Program forEmployment of Students (Spes). Baban said they will single out qualified applicants from the 32municipalities here in the region. For the program, Dole 11 has tied up with the TechnicalEducational Skills and Development Authority (Tesda), which is the leading organization toconduct trainings for the students for this undertaking.
  9. 9. Also, only those who are aged 15 to 25 years old can avail of the scholarship, and have not yetavailed any of the scholarship programs of the Tesda, be it under the TWSP or Private EducationStudent Financial Assistance (Pesfa). The Dole 11 added that students must at least reachedhigh school level, adding that the annual net income of their respective parents should notexceed the latest annual regional poverty threshold level for a family of six members. Beforethe approval of their application, the students must present at least an average passing rateduring the last school term. To avail of the scholarship program, an applicant must secure aSpes application form and Tesda trainee profile form, birth certificate or a document thatshows date of birth, and the latest form 318. Applicants must submit these documents, alongwith the copy of parents latest income tax returns or any certification from the BIR or theBarangay Chairperson that justifies they are exempted from tax payment, and a certificate ofgood moral character. The training duration will last from 20 days or 160 hours to 52 days or416 hours. Forty percent of the salary of these applicants will come from the labor departmentand the other 60 percent will be coming from the agency or the local government unit. (3)ASEM Trust Fund for the Asian Financial Crisis Implementation CompletionMemorandum Philippine Out-of-School Children and Youth Development (POSCYD) ProjectASEM Trust Fund No. 023514. In the Philippines, the trend for the past ten years show that forevery 10 pupils who enroll in grade school, only 7 graduate. The same ratio is experiencedamong the high school students. Main reasons cited for dropping-out are mostly povertyrelated. While basic education is free, many poor families are unable to finance the ancillaryschool needs of their children. Deprived of completing high school education, the out-of-schoolyouth are further marginalized from acquiring technical skills. As mandated by the law,technical education in the Philippines is a post secondary course. The continuing inability ofmany poor young people to complete basic education and/or undertake technical education,consign them to the vicious cycle of poverty. Their lack of education constrains their access tobetter-paying jobs or ability to succeed in entrepreneurial pursuits, all of which require higherdegree of literacy. Workers with solid foundation in technical education, have better chances oflanding jobs. Amidst increasing incidence of out of school youth exacerbated by political andeconomic crises, the project seeks to: 1. develop and test mechanisms that will enable childrenin the age group 7 to 14 to be schooled or remain in school; and 2. pilot the implementation ofan employment and entrepreneurship program for youth in the 15 to 24 year age group,integrating technical skills development with life skills development. TF no. 023514 wasimplemented in conjunction with TF no. 023513, which is bank managed. Achievement of TrustFund Objectives1 under TF no. 023514, a total of 16 sub-projects was funded from ASEM WorldBank grant to the POSCYD Project. (4) Youth who do not attend school or who drop out prematurely miss many of thefundamentals of basic education. They also lose a valuable opportunity to learn about
  10. 10. reproductive health and HIV in a stable classroom situation. Such youth are vulnerable tomisinformation from unreliable sources or may possibly never learn about the issues at all.While some parents fulfill their roles as educators by openly discussing these health concernswith their children, others avoid the topic because of embarrassment of lack of knowledge orskills. In some parts of the world, too, a growing number of out-of-school youth have lost theirparents to AIDS.Program planners can think of out-of-school youth as falling into two main categories:mainstream or especially vulnerable youth. The mainstream out-of-school youth include girls,who typically receive less education than boys in the developing world; pregnant girls andmarried adolescents, who often drop out of school; and those rural boys and girls who have noaccess to formal schooling. Youth who are especially vulnerable and socially marginalizedinclude street children, orphans, migrants, child soldiers, refugees, drug users, and adolescentsex workers. Program planners and policy-makers must consider the differing needs of thesetwo groups when developing reproductive health and HIV prevention programs for out-of-school youth. Generally speaking, interventions should include one or more of these goals:Encourage young people to stay in or return to school Provide out-of-school youth withaccurate information on reproductive health and HIV issues and services, and offer themtraining on communication and negotiation skills. Provide them with appropriate reproductivehealth and HIV/AIDS services, tailored to meet their specific needs
  11. 11. Importance of the study It could be called an epidemic: nearly one-third of the nation’s high school students donot graduate. More and more, they drop out in 9th and 0th grade. They leave school for allkinds of reasons: lack of engagement and connection with schools and learning, familyproblems, early parenthood, substance abuse, justice system involvement, or even for theirown safety. But “out-of-school youth” come in more varieties than just dropouts. Such a youthmay be a pregnant or parenting teen who successfully graduated from high school, a highschool graduate unable to find a job or working only part time, a runaway or homeless youth, adyslexic young adult who struggles with reading, or a person with limited English skills. WIA’sdefinition of out-of-school youth includes both dropouts as well as those who have received ahigh school diploma or the equivalent, but lack the skills they need to pursue postsecondaryeducation or who are unemployed or underemployed. Kerka, in “Strategies for Serving Out-of-School Youth,” outlines the challenges of serving this population:• Engaging them in education and training programs, because, as Grossman suggests, they maybe cynical about adults and the world of work and disconnected from schooling• Keeping them long enough to have an impact, because they may need to work for immediateincome or have other challenges that hinder regular attendance• Preparing them for competence in the labor market, because many youth need extensiveremediation in basic skills• Addressing their needs comprehensively and holistically, because too many programs offeronly a year or less of services Out-of-school youth may be more challenging for WIA youthprograms, not only because of the multiple barriers they face, but also because they are not a“captive audience” like in-school youth. How can programs reach out to these youth, reconnectthem with opportunities, and give them hope for the future.
  12. 12. Figure 1: Total Respondents in Barangay Tabunan, Matnog, Sorsogon Purok 1 Purok 2 5 7 Purok 4 Purok 3 7 11Table 1: Highest Educational AttainmentEDUACATIONAL ATTAINMENT FREQUENCY RANKDid not attend school 0 5Pre School 0 5Grade 1 1 4Grade 2 0 5Grade 3 0 5Grade 4 0 5Grade 5 1 4Grade 6 3 3 st1 year High School 7 2 nd2 year High School 3 3 rd3 year High School 7 2 th4 year High School 8 1
  13. 13. Table 2: Factors Affecting Educational StatusREASONS FREQUENCY RANKNo school within the 0 6BarangayNo regular transportation 6 2High cost of Education 15 1Illness/ Disability 4 3Lack of Interest 2 5Cannot cope with school 3 4workTable 3: Classification of Household MembersCLASSIFICATION FREQUENCY RANKNon-literate 0 5Drop out Elementary 2 4Drop out Secondary 18 1Drop out Tertiary 4 3Employed 6 2
  14. 14. ANALYSIS We found out that the major problem that the out of school youth is the a high cost ofeducation that we all know there are lots of people who are suffering from poverty theirparents cannot afford their studies and so how they can pay for their education. Almost all ofthe respondents are drop in the secondary and tertiary level because of that problem. In ourinterview all of the respondents want to have a good education they want to go to school ifthere is an opportunity.
  16. 16. St. Louise de Marillac College of Sorsogon Higher Education Department Sorsogon City Submitted by: JUSHABETH G. GARCERA PATRICK DONGSAO Submitted to: MRS. JANET P. LADISLA Professor Summer Class 2012