The study aimed to understand the problems facing out-of-school youth in Matnog, Sorsogon. It involved surveying 30 out-of-school youth using a questionnaire. The findings showed that 18 respondents attained secondary education, 6 were employed, and 4 attained tertiary education. The highest cost of education was reported as the major factor for respondents dropping out of school, followed by lack of regular transportation. Most respondents expressed willingness to continue their studies through the Department of Education's Alternative Learning System program. The study provides insight into how to help address the needs of out-of-school youth through education programs.

1. SCOPE AND DELIMITATIONS
This study focuses on the Out of School Youth in Matnog, Sorsogon. This involves a
survey for those who are out of school youth. The selection of respondents are only limited
since 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 why
they cannot attend a formal school. And how to them solve their problems by being aware of
the programs of Department of Education.

2. PRESENTATION OF DATA
SURVEY QUESTION
1. 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 School
2. 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 work
3. What is your classification of household member?
 Non-literate
 Drop out Elementary
 Drop out Secondary
 Drop out Tertiary
 Employed
4. Are you willing to continue your studies with the help of the programs of DepEd? (ALS,
TESDA, etc.)
 Yes
 No

3. SIGNIFICANCE OF THE STUDY
The importance of this study is that every one of us becomes knowledgeable about the
youth who is not lucky to attend a formal school because of many problems. This study can also
help the people to realize the importance of having good education and it also for the
government to make a solution in order for the youth to have a better education.

4. INTRODUCTION
“Education is the key to success.” Nobody can deny the hard fact that education is an
extremely important for bringing change in the lives of individual but not all of us were given a
chance to attend a formal school. It has universally been recognized as the most powerful
instrument 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 be
said that it is pre-condition for the overall up-lift and welfare of nation. This is why investment
in education is considered to be vital for human resource development and the enhancement
of the quality of manpower. It is clear that the composition and characteristics of this most
crucial part of population goes along the way in the process of national development of the
policy 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. The
government should ensure and support the education of every child. That’s why the
Department of Education offers free education to all. But this is not really applied by other
institutions 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 School
students. This may count for high enrollment in schools, although the enrollment has a high
result, many poor families in unable to finance the ancillary school needs of their children. The
reason why out of school youth happens because of the problems in the family that forces a
teenager to work early that they shouldn’t be.
Department of Education has now a program for out of school youth which is the
Alternative Learning System (ALS) in which all the non-schoolers are given opportunity to
pursue schooling. And even for those who are already married, they can still attend this
program if they want to have a certificate that will help them find a better job. Also, for those
who are dropped out in Elementary and Secondary School may have a chance to attend the
Tertiary level by passing the examination.

5. SUMMARY
The study entitled “Percentage of Out of School Youth in the year 2011” who availed the
ALS program of Department of Education, aimed to determine the percentage of Out of School
Youth. What are the factors that affect them to be dropped and what is their highest
educational attainment.
The respondents in this study have a total of 30 youth. Out of this are 21 males and 9
females.
To gather data, we conducted a questionnaire to the respondents. The data gathered
were properly analyzed and interpreted accordingly.
The statistical measures used were frequency and rank form.

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 program
of 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 Barangay
Tabunan, Matnog, Sorsogon and it followed by the No regular transportation because of the
poverty.

7. METHODOLOGY
RESEARCH METHOD
To achieve our objectives, we use questionnaires to gather data from the respondents
who are out of school youth in Barangay Tabunan, Matnog, Sorsogon.
THE RESPONDENTS
The respondents in this study made questionnaire. And this questionnaire was
submitted and was checked by our professor. The final questionnaire was ready for
administration.
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 researcher
tabulated, analyzed and interpreted accordingly.
STATISTICAL TREATMENT OF DATA
After the tabulation of data, the statistical treatment used was the frequency and rank
form.

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 taught
using “learning-friendly strategies.” In a statement, Education Secretary Armin Luistro said the
initiative was part of the department’s move to make education more accessible and inclusive
to all learners. “We are calling on children and youth who have not been to school to attend
this summer class which was specifically designed for them,” said Luistro. Called the alternative
delivery mode (ADM) summer program, the class caters to all youth regardless of gender;
physical, intellectual, social condition and linguistic background. This includes high school
dropouts, Luistro added. The program aims to address concerns on access and quality of
education in elementary and secondary levels. Luistro instructed all regional ADM teams to
meet with division coordinators and launch a massive information campaign to reach the
targeted summer class attendees. “We are likewise enlisting the support of other education
stakeholders such as parent-teachers associations, local government units, alumni associations
as 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 an
elementary certificate of graduation, elementary card or high school report card of the last year
attended). Interested attendees are required to secure a certification from their local
government and the local office of the Department of Social Welfare and Development. The
certification should express the willingness of the institution to temporarily act as guardian and
assist the prospective enrollee in the submission of the required documents. The department
did not say how many out-of-school youth actually enrolled or were able to comply with all the
documentation requirements.
(2) Scholarship grants for out-of-school youth offered. The Department of Labor and
Employment 11 is encouraging the out-of-school youth to avail of the scholarship grants under
Dole's Training for Work Scholarship Program. Allan Baban, head of the technical support and
system 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 for
Employment of Students (Spes). Baban said they will single out qualified applicants from the 32
municipalities here in the region. For the program, Dole 11 has tied up with the Technical
Educational Skills and Development Authority (Tesda), which is the leading organization to
conduct trainings for the students for this undertaking.

9. Also, only those who are aged 15 to 25 years old can avail of the scholarship, and have not yet
availed any of the scholarship programs of the Tesda, be it under the TWSP or Private Education
Student Financial Assistance (Pesfa). The Dole 11 added that students must at least reached
high school level, adding that the annual net income of their respective parents should not
exceed the latest annual regional poverty threshold level for a family of six members. Before
the approval of their application, the students must present at least an average passing rate
during the last school term. To avail of the scholarship program, an applicant must secure a
Spes application form and Tesda trainee profile form, birth certificate or a document that
shows date of birth, and the latest form 318. Applicants must submit these documents, along
with the copy of parents' latest income tax returns or any certification from the BIR or the
Barangay Chairperson that justifies they are exempted from tax payment, and a certificate of
good moral character. The training duration will last from 20 days or 160 hours to 52 days or
416 hours. Forty percent of the salary of these applicants will come from the labor department
and 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 Completion
Memorandum Philippine Out-of-School Children and Youth Development (POSCYD) Project
ASEM Trust Fund No. 023514. In the Philippines, the trend for the past ten years show that for
every 10 pupils who enroll in grade school, only 7 graduate. The same ratio is experienced
among the high school students. Main reasons cited for dropping-out are mostly poverty
related. While basic education is free, many poor families are unable to finance the ancillary
school needs of their children. Deprived of completing high school education, the out-of-school
youth 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 of
many 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 to
better-paying jobs or ability to succeed in entrepreneurial pursuits, all of which require higher
degree of literacy. Workers with solid foundation in technical education, have better chances of
landing jobs. Amidst increasing incidence of out of school youth exacerbated by political and
economic crises, the project seeks to: 1. develop and test mechanisms that will enable children
in the age group 7 to 14 to be schooled or remain in school; and 2. pilot the implementation of
an 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 was
implemented in conjunction with TF no. 023513, which is bank managed. Achievement of Trust
Fund Objectives1 under TF no. 023514, a total of 16 sub-projects was funded from ASEM World
Bank grant to the POSCYD Project.
(4) Youth who do not attend school or who drop out prematurely miss many of the
fundamentals of basic education. They also lose a valuable opportunity to learn about

10. reproductive health and HIV in a stable classroom situation. Such youth are vulnerable to
misinformation 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 concerns
with their children, others avoid the topic because of embarrassment of lack of knowledge or
skills. In some parts of the world, too, a growing number of out-of-school youth have lost their
parents 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 and
married adolescents, who often drop out of school; and those rural boys and girls who have no
access to formal schooling. Youth who are especially vulnerable and socially marginalized
include street children, orphans, migrants, child soldiers, refugees, drug users, and adolescent
sex workers. Program planners and policy-makers must consider the differing needs of these
two 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 with
accurate information on reproductive health and HIV issues and services, and offer them
training on communication and negotiation skills. Provide them with appropriate reproductive
health and HIV/AIDS services, tailored to meet their specific needs

11. Importance of the study
It could be called an epidemic: nearly one-third of the nation’s high school students do
not graduate. More and more, they drop out in 9th and 0th grade. They leave school for all
kinds of reasons: lack of engagement and connection with schools and learning, family
problems, early parenthood, substance abuse, justice system involvement, or even for their
own safety. But “out-of-school youth” come in more varieties than just dropouts. Such a youth
may be a pregnant or parenting teen who successfully graduated from high school, a high
school graduate unable to find a job or working only part time, a runaway or homeless youth, a
dyslexic young adult who struggles with reading, or a person with limited English skills. WIA’s
definition of out-of-school youth includes both dropouts as well as those who have received a
high school diploma or the equivalent, but lack the skills they need to pursue postsecondary
education 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 may
be 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 immediate
income or have other challenges that hinder regular attendance
• Preparing them for competence in the labor market, because many youth need extensive
remediation in basic skills
• Addressing their needs comprehensively and holistically, because too many programs offer
only a year or less of services Out-of-school youth may be more challenging for WIA youth
programs, 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, reconnect
them with opportunities, and give them hope for the future.

12. Figure 1: Total Respondents in Barangay Tabunan, Matnog, Sorsogon
Purok 1 Purok 2
5 7
Purok 4 Purok 3
7 11
Table 1: Highest Educational Attainment
EDUACATIONAL ATTAINMENT FREQUENCY RANK
Did not attend school 0 5
Pre School 0 5
Grade 1 1 4
Grade 2 0 5
Grade 3 0 5
Grade 4 0 5
Grade 5 1 4
Grade 6 3 3
st
1 year High School 7 2
nd
2 year High School 3 3
rd
3 year High School 7 2
th
4 year High School 8 1

13. Table 2: Factors Affecting Educational Status
REASONS FREQUENCY RANK
No school within the 0 6
Barangay
No regular transportation 6 2
High cost of Education 15 1
Illness/ Disability 4 3
Lack of Interest 2 5
Cannot cope with school 3 4
work
Table 3: Classification of Household Members
CLASSIFICATION FREQUENCY RANK
Non-literate 0 5
Drop out Elementary 2 4
Drop out Secondary 18 1
Drop out Tertiary 4 3
Employed 6 2

14. ANALYSIS
We found out that the major problem that the out of school youth is the a high cost of
education that we all know there are lots of people who are suffering from poverty their
parents cannot afford their studies and so how they can pay for their education. Almost all of
the respondents are drop in the secondary and tertiary level because of that problem. In our
interview all of the respondents want to have a good education they want to go to school if
there is an opportunity.

15. BIBLIOGRAPHY
http://newsinfo.inquirer.net/152383/out-of-school-youth-can-go-to-summer-school
http://www.sunstar.com.ph/davao/business/2012/05/06/scholarship-grants-out-
school-youth-offered-220118
http://www.iywg.org/youth/topics/out_of_school

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