1. SCHOOL TO WORK TRANSITION
Empathy Map and Problem Statement
Evangeline M. Clemente
5 August 2013

2. Empathy Map
School To Work
“What’s your family name?...
What does your family do?....
Who do you know?...
Where did you study?...
What good will you give your
community, the environment?...-
OUTSIDE THE FAMILY
“Education is the key to success…Just finish college…
Make sure you have work before you settle
down…You carry our name, make us proud… I work
hard for your future, for your education… Make a big
impact… We are a family of x profession, you must
not break from tradition… We want you to be
fulfilled…” – THE PARENTS
“I want to be somebody… I
want to do what I want…OR I
don’t know what I want, I
don’t know what I should
do? I want to be happy… I
want to be successful… I
want to make my own
mark… Can’t we take
shortcuts?...” – THE CHILD/
STUDENT
WHAT THEY SAY*
(based on a small sample of interviewees)

3. Defining the Problem
School To Work
Can one really create the impact we
need considering societal norms?-
OUTSIDE THE FAMILY
We want you to succeed and do better than we did. –
THE PARENTS
I want to imprint impact at
better ways/pace than usual.
– THE CHILD/STUDENT
UNDERLYING CONCERNS/MESSAGES

4. Defining the Problem
School To
Work
EMPLOYMENT
REQUIREMENTS
• set industry-specific
functional competency
requirements
• at least high school
graduate for most
minimum wage jobs
• good academic
performance or graduating
from premier universities
almost always equal a
well-paying job
LOCAL EDUCATION SYSTEM
AND CONDITIONS
• There are laws and rules
set by government for
implementation and
completion of grade
school to advanced
studies.
• Not all public/private
schools have sufficient
and appropriate tools,
facilities, equipment.
• The poor has limited
access to quality
education.
• Are local education
programs responsive to
local/global needs?
ADDITIONAL CONSIDERATIONS*
(limited view)

5. Problem Statement
Among students and society, in general, there is a common
desire to ensure delivery of accelerated, maximum, positive
impact from the school-to-work cycle.
However, the current education systems, which are enabled
by laws, and employment requirements forces a significant
degree of adherence to related, established requirements.
While such requirements may be deemed as enablers, they
can also be viewed as anticatalysts.
Correspondingly, it would be worthwhile to look for
improvements in the school-to-work cycle considering
cultural and behavioral aspects, the global/local educational
frameworks and known employment routes or venues.