ASSESSMENT ON THE

EMPLOYABILITY SKILLS
OF
ALTERNATIVE LEARNING SCHOOL
(ALS) GRADUATES
IN TALISAY CITY, CEBU
PREPARED BY:
AILEEN T. ESTRERA
BHENJHA MAE A. RELAMPAGOS
RATIONALE
Many studies had shown that globalization favors the educated,
skilled, and mobile workers and marginalized groups who are denied
of access to education will most likely be unable to benefit from
modernization. For the Filipino citizen especially the out-of-school
youths and adults the Bureau of Alternative Learning System (BALS)
under the Department of Education (DepEd) has designed a
curriculum combining the formal and non-formal education
(Tindowen, Bassig, & Cgurangan, Twenty-First-Century Skills of
Alternative Learning System Learners, 2017) which is known as the
Alternative Learning System (ALS). It is a second-chance, informal
education program for out-of-school youths and adult.

In this study the ALS graduates of Talisay City, Cebu as well as their
employers are the main respondents of the study.
The researcher found out that the employers have said that
majority of the graduates are moderately competent
enough in the workforce. Furthermore, it is recommended
by them that skills trainings are to be acquired by the future
ALS graduates. Thus, this will provide a lay-out of a typical
classroom setting since it is important that the teachers and
learners are properly accommodated to facilitate the
teaching and learning that go on there (Alimi, 2004) and
only 6 out of 27 ALS center in the Talisay City are occupying
temporarily in the school building facilities and the rest are
accommodated in their barangay halls which is not a
conducive place for learning.
The skills trainings that were recommended by the
employers are considered for the proposed lay-out. The
skills training recommended were cookery, food and
beverage services, housekeeping, electronics and
hairdressers.
PROBLEM STATEMENT
The main purpose of this study is to assess the employability
skills gap of the ALS Graduates from the City of Talisay, Cebu
in the School Year 2016-2017 to 2018-2019. Furthermore, this
study sought to answer the following questions:

1. What is the profile of the respondents with respect to:

a. Age,
f. Nature of Emplyment,
b. Gender,
g. Length of waiting Employment
c. School Attended, and,
d. Year Graduated, h. Average Monthly Income.
e. Present Occupation,
2. What is the profile of the company with respect to:
a. Location,
b. Classification of the Company,
c. Length of Business Operation and,
d. Major Line of Business?

3. What are the level of contribution of the employability

skills of the graduates in their present employment?
4. What are the level of satisfaction at performing the
employability skills of the graduates?

5. What are the skills that causes the employability

skills gap of the ALS graduates in Talisay City, Cebu?

6. What recommendations can be best given in the

problem pertaining to the employability skills gap of
the graduates?
 REVIEW OF RELATED LITERATURE
Employability is a difficult concept to define succinctly and
comprehensively. As Hillage & Pollard (1998) state, it is a term
used in a variety of contexts with a range of meanings and can
lack clarity and precision as an operational concept.
Employability skills refer to any attributes of employees, other
than technical competence, which make them an asset to the
employer (Buck & Barrick, 1987). The employability skills have
varied classifications like basic academic skills, higher-order
thinking skills and personal qualities with more detailed skill sets
(Robinson, 2005). Gregson & Bettis (1991) asserted that many
employers require applicants to have these skills to be seriously
considered for employment.
 REVIEW OF RELATED LITERATURE
In the Philippines, because of the present declining trend of the
return to education in producing graduates with the required
skills in the industry, the unemployment rates will remain high
despite of the rising labor force in the market (Plantilla, 2017). This
resulted to a fluctuating rate of unemployment from the year
2014-present according to the National Statistics Office of the
Philippines. From the study of (Arzadon & Nato, 2015) it was
stated that in spite of the poor performance of ALS, it cannot be
denied that through the years, NFE programs like the ALS has
generated alternatives in making education more flexible,
participatory, transformative and responsive to the
circumstances of its learners.
 REVIEW OF RELATED LITERATURE

These are the prerequisites that should be sustained and

strengthened to ensure that education will indeed be the
“great equalizer” amidst a very demanding and
extremely competitive environment brought by
globalization.
 METHODOLGY
RESEARCH ENVIRONMENT
The study is conducted in Talisay City, Cebu. The dark
orange that indication in Figure 1 shows the entire location of
the City.

Figure 3. Vicinity Map of Talisay City, Cebu Figure 4. Division of Talisay City, Cebu
 METHODOLGY
RESEARCH RESPONDENTS
The main respondents of the study are the graduates of
the ALS Program from the City of Talisay in the School Year
2016-2017 to 2018-2019. Additionally, table 1 shows the
research respondents of the study.

Table 1. Research Respondents of the Study

School Year Graduated ALS Graduates Employers of the Graduates

2016-2017 10 10

2017-2018 15 15

2018-2019 6 6

Grand Total 31 31
 METHODOLGY
RESEARCH INSTRUMENT
The research instruments used in this study are informal
interview and survey questionnaires. These chosen
instruments are the source of information that were used by
the researchers in order to obtain the data and information
needed in the study.
Informal Interview. In order to know the gap that the ALS
graduates encountered, the researchers conducted an
informal interview to the company. Questions for
clarifications were being raised during the interview.
 Survey Questionnaires. In order to get the responses
needed for the basis of this study, the researchers used survey
questionnaires to be distributed and filled out by the
graduates. The survey questionnaires were created using
suitable questions from trusted articles and individual
questions formulated by the researchers.
 METHODOLGY
STATISTICAL TREATMENT AND SCORING PROCEDURE

1.Likert Scale. In measuring the level of importance and

competence of the employability skills of the graduates and
employers respectively, Likert scale will be used. Both
graduates and employers will be asked to rate the 67
employability skills according to the importance and
competence of the skills in the workplace using the 4-point
scale. The scale value with the equivalent ratings for the both
the rating scale of the level of importance and the level of
competence are shown in the table (Table 2 & Table 3).
STATISTICAL TREATMENT AND SCORING PROCEDURE
Table 2. Rating Scale of the Level of Importance of the Employability Skills
Scale Value Descriptive Ratings

4 Major Importance

3 Moderate Importance

2 Minor Importance

1 No Importance

Table 3. Rating Scale of the Level of Competence of Employability Skills

Scale Value Descriptive Ratings

4 Major Competence

3 Moderate Competence

2 Minor Competence

1 No Competence
STATISTICAL TREATMENT AND SCORING PROCEDURE

2. Weighted Mean. The results of the survey for both graduates and
employers will then analyzed and evaluated using the weighted mean in
order to assess the different employability skills. The table (Table 3) for
the ranges of the descriptive ratings.

Table 4. Ranges of the Weighted Mean

Scale Value Range of the Weighted Mean

4 3.25 – 4.00

3 2.50 – 3.24

2 1.75 – 2.49

1 1.00 – 1.74
STATISTICAL TREATMENT AND SCORING PROCEDURE

3.Percentage. The percentage will be computed by the

researchers in order to show the distribution of the
respondents on each profile.

4. Borich (1980) Needs Assessment Model. The employability

skill gap will be identified by the Borich Needs Assessment
Model.

5. Pareto Chart. The Weighted Mean Discrepancy Score

(WMDS) will then analyzed by the use of pareto chart in
order to distinguish the employability skills needed for the
program enhancement.
 RESULTS AND DISCUSSIONS
The graduates’ perception: It was found out that 15 skills fall
under the major importance level, 26 skills for moderate
importance and 1 remaining skill were under the minor
importance level. Ability to work independently (3.77 weighted
mean) ranked first. It is followed by the ability to function well in
stressful situations (3.65 weighted mean), and the ability to
maintain positive attitude (3.52 weighted mean). The ability to
allocate time efficiently, ability to listen attentively and the
ability to understand the needs of others tied in the fourth rank
with an average weighted mean of 3.48. It were followed by
the ability to set priorities and the ability to work with others
(3.45 weighted mean).
 RESULTS AND DISCUSSIONS
This could infer that as a workforce, ALS graduates evaluate all
the ability factors as greatly contributes in accomplishing job in
the present quick changing and demanding work environment
(Asuquo & Inaja, 2013).

Employer’s perception: It was found that 18 out of 42 skills were in

the major competence level and the remaining 26 skills assessed
as moderate competence level. The ability to respond positively
to constructive criticism (3.65 weighted mean) and the ability to
work independently (3.58 weighted mean) ranked first and
second, respectively. It is followed by a tie for both abilities to
manage several tasks and the ability to maintain a positive
attitude (3.52 weighted mean).
 RESULTS AND DISCUSSIONS
The ability to take reasonable job-related risks and the ability
to work with others (3.48) were also tied in the next rank.
Additionally, it was followed by the ability to make decisions in a
short period of time (3.45). This could imply that employers are
more satisfied with graduates who possess skills in problem solving
and analytic and decision-making. Several researchers agree
that problem-solving is also a valuable skill. With this, critical
thinking process must be an imperative aspect of everyone's job
(Rampersad, 2001). Coplin (2003) likewise recommended that
great critical problem-solving skills required great character,
great relational abilities, incredible relationship building abilities,
and great research and investigation skills.
 CONCLUSION

Based on the results of this study, the researchers concluded

that the Talisay City, Cebu ALS graduate’s employers have said
that majority of the graduates are moderately competent with
regards to the skills possessed by the graduates. Using Borich
Needs Assessment Model and Pareto Analysis, skills gap evident
to the graduates are identified. In order for them to be prepared
for employment, this could be used as a basis for curricular
review and enhancement. These are the following skills:
a. Ability to listen attentively.
b. Ability to understand the needs of others.
c. Ability to work independently.
d. Ability to communicate ideas verbally to groups.
e. Ability to meet deadlines.
f. Ability to maintain high energy level.
g. Ability to respond to others' comments during a conversation.
h. Ability to work with others.
i. Ability to coordinate the coordinate of peers.
j. Ability to allocate time efficiently.
k. Ability to adapt to situation of change.
 RECOMMENDATION

With the significant results and findings in this study, the

researchers would like to recommend the city to
additionally cultivate the employability skills of the students
through enhancing and having a curricular review of the
ALS programs. In addition, for a wide-ranging for the
attainment of various skills, building up classroom that is
conducive for learning is highly recommended. Thus, the
output herein provides a lay-out for a typical classroom
setting that will serve as learning facility for the students.