St.

Paul University Philippines

Tuguegarao City, Cagayan 3500 1

NATIONAL CERTIFICATE II OF THE BACHELOR OF SCIENCE IN

HOTEL RESTAURANT MANAGEMENT AND BACHELOR IN SCIENCE IN TOURISM

MANAGEMENT GRADUATES OF SPUP

__________________________

A Thesis Proposal
Presented to the Faculty of the
School of Business, Accountancy and Hospitality Management
ST. PAUL UNIVERSITY PHILIPPINES
Tuguegarao City
__________________________
In Partial Fulfilment
Of the Requirements for the Degree
BACHELOR OF SCIENCE IN HOTEL AND RESTAURANT MANAGEMENT AND
TOURISM MANAGEMENT
________________________
By
AGATHA MARIE R. AGUSTIN
ARIANNE D. BRIONES
WINNIE JOY P. BUNGAG
ZANNIYA NICOLE F. CACHO
LEA SHAIRAH NOVIEL D. SIMON
2018

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 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 2

TABLE OF CONTENTS

Title Page------------------------------------------

Approval Sheet--------------------------------------

Acknowledgement-------------------------------------

Table of Contents-----------------------------------

Abstract--------------------------------------------

CHAPTER 1 THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

 Introduction----------------------------------

 Review of Related Literature------------------

 Conceptual Framework--------------------------

 Paradigm of the Study-------------------------

 Statement of the Problem----------------------

 Hypothesis------------------------------------

 Scope and Limitation--------------------------

 Significance of the Study---------------------

 Definition of Terms---------------------------

CHAPTER 2 METHODS AND PROCEDURES

 Research Design-------------------------------

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 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 3

 Research Participants--------------------------

 Sample and Sampling Techniques-----------------

 Research Instrument----------------------------

 Data Gathering Procedure-----------------------

 Data Analysis----------------------------------

 Statistical Tools------------------------------

CHAPTER 3 RESULTS AND DISCUSSION

CHAPTER 4 SUMMARY, CONLUSION AND RECOMMENDATIONS

 Summary of Findings----------------------------

 Conclusion-------------------------------------

 Recommendations--------------------------------

REFERENCES------------------------------------------

APPENDICES------------------------------------------

CURRICULUM VITAE------------------------------------

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 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 4

Acknowledgement

Foremost, we may like to express our sincere gratitude to

our advisor Dr. Glen Cagurangan for the continuous support
of the completion of our subject in Thesis Writing RES
102, for his patience, motivation, enthusiasm, and immense
knowledge. His guidance helped us in all the time of
research and writing of this thesis.

To all our professors, who inculcated to us the importance

of perseverance of attaining the truth in different
creative ways. For the truth becomes knowledge and
knowledge becomes power. The power which we will use to
bring about positive change to our community and to live
fulfilling and purposeful lives.

To our parents, who not only supported us in every inch of

our struggle to become a better version of ourselves, but
also made conscious efforts to ensure that we may only
receive the highest quality of education throughout our
journey towards being a productive and morally upright
citizens of this country.

To each and every one in our group that helped, set aside
personal comfort and poured every bit of talent and
intelligence to ensure that we may be able to finish this
given task to us on time and of the greatest quality a
Paulinian may contribute to the long standing-tradition of
honor and greatness of this institution, St. Paul
University.

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 St. Paul University Philippines
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Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

College education gives people the advantage to lead

themselves in any direction they want to proceed in life. It is a

time that students can truly become individuals. They have the

opportunity to become more independent and to take on new

responsibilities. The bonuses of a college education include more

self-confidence, greater economic stability and security, and it

makes you a major contributor to the greatest nation on earth.

Having a college diploma is an achievement to be proud of

by the students and by the parents as well. But today, if we try

to consider that tertiary education is more of a privilege over

being a right, then we can conclude that not all have equal

opportunities in getting a diploma.

Over this issue, the Government has always struggled to

give more opportunities to help its people earn a diploma which

is clearly manifested through the existence of the Technical

Education and Skills Development Authority (TESDA). The

Technical Education and Skills Development Authority (TESDA) is

the government agency tasked to manage and supervise technical

education and skills development (TESDA) in the Philippines. It

was created by virtue of Republic Act 7796, otherwise known as

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 St. Paul University Philippines
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the “Technical Education and Skills Development Act of 1994”.

This agency issues National Certificate after completion of a

chosen course which can now be considered as a diploma for those

individuals who can`t afford to be enrolled in college. Having a

TESDA national certificate is highly beneficial. It gives

quality assurance to its graduates in terms of knowledge,

skills, attitudes, and values. Competencies along the middle

level skilled occupations. The certificate will cement the fact

that the student has been thoroughly assessed through a series

of demonstrations, observations with oral questioning, written

test, interviews, third party reports, and work projects.

National Certificate II, is a certification offered

by our government, with only minimal amount of tuition fees.

Wherein, an individual could learn and enhance their knowledge

and skills through the course or field they`ve chosen. It is

issued when a candidate has demonstrated competence in all units

of competency that comprised a qualification. National

Certificate II performs prescribed range of functions involving

known routines and procedures. It has limited choice and

complexity of functions and has a little accountability. A

national certification is given once you've successfully

demonstrated that you have the necessary skills and knowledge to

perform the tasks.TESDA develops competency standards for

middle-level skilled workers. These are in the form of units of

competency containing descriptors for acceptable work

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 St. Paul University Philippines
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performance. These are packaged into qualifications

corresponding to critical jobs and occupations in the priority

industry sectors. The qualifications correspond to a specific

levels in the Philippine TVET Qualifications Framework

(PTQF).The competency standards and qualifications, together

with training standards and assessment arrangements comprise the

national training regulations (TR) promulgated by the TESDA

Board. The TRs serve as basis for registration and delivery of

TVET programs, competency assessment and certification and

development of curricula for the specific qualification.

The tourism industry is a major contributor to the world

economy as well the hotel and restaurant industry is the

combination of the institutions, supporting human resources,

financing mechanisms, information systems, organizational

structures that link institutions and resources that cater to

the needs of domestic and foreign travellers. For the Philippine

tourism industry to be “competitive” in line of the ASEAN

Economic Community (AEC), it must advance its strategic planning

and effectively utilize its labour and capital. Manpower

competitiveness is a necessary requirement to provide employment

the growing demand for tourism and hotel and restaurant courses.

Having a college diploma is a big advantage but having an

additional certificate like TESDA NCII is a big plus factor when

it comes to applying for a job. Because employers are looking

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 St. Paul University Philippines
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for more knowledgeable, skilled and experienced individual/s

whocan be a part and can contribute for the success of their

companies. NCII can be one of our weapon for employment. The

more NCII we have, the more knowledge and skills we acquire and

opportunities to come. Certificates will enhance your

employability, it refers to your ability to gain initial

employment, maintain employment, and obtain new employment if

required and having a set of skills, knowledge, understanding,

and personal attributes. Completing your studies as an

investment in yourself to improve your productivity and

opportunities to work in roles that are aligned to your unique

needs, interests and values that will improve your prospects to

have a more fulfilling and rewarding career life.

This organization goal is to create a positive

change to brighten the students who haven't know the advantages

of the certificate. The effect of the certificate or the

training program will provide information that will help the

students to get through their training. This paper will tackle

the topic about the importance of the NCII into the career

opportunities of the BSHRM and BSTM students of Saint Paul

University Philippines.

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 St. Paul University Philippines
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Related Literature and Studies

DR. Augusto Sy (2016), stated that “TESDA is mandated to

provide relevant, accessible, high quality and efficient

technical education and skills development in support of the

development of high quality Filipino middle level manpower

responsive to and in accordance with the Philippine development

goals and priorities”.

Lyons (2015), express that in the hospitality industry,

change is an accepted and necessary part of doing business.

Whether it is to stay ahead of the curve in everything from menu

development to recently enacted legislation, hospitality

operators must be able to position their business to be agile

enough to remain competitive in the today's world. Hospitality

program has to provide their graduates with the tools necessary

to be successful in the ever changing world.

Dopson and Nelson (2014), have looked at industry perspective

regarding the importance of various skills and abilities

necessary for success, none has taken that information and woven

it into the academic arena through identification of a process

for monitoring real time growth for students through assessment

for hospitality programs housed in accredited colleges of

business.

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Several researchers examined existing curriculum using data

gathered from industry professionals, faculty and students

regarding the skills necessary for success in the industry and

proposed revised curriculum stated Swanger (2010).

According to Zao (2011), said that the current look at

hospitality and tourism education in China's colleges and

universities, there has been a boom in the tourism industry in

China within the last ten years. Hospitality and tourism

education, especially higher education, has undergone rapid

development. In 1978 there was not a single course offered in

hospitality and tourism at any higher education institution.

Today 69 institutions of higher education offer different

programs at varying levels, including two-year diplomas, three-

year certificates, and four-year Bachelor's and Master's

degrees. This paper examines the development of higher education

in hospitality and tourism, outlines the problems it faces, and

discusses the possible solutions to the problems. In the

article, Job Competency Expectations for Hospitality and Tourism

Employees present the findings of a central Florida study of

hospitality and tourism management practitioners. It reports the

findings of practitioner perceptions of desired knowledge,

skills, and attitudes. It further demonstrates the overall

impressions of practitioners concerning levels of preparation

for entry-level positions in the industry.

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 St. Paul University Philippines
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According to Wen (2008), says that the study on the factors

associated with hospitality students' satisfaction with

internship programs and the relationships between training, job

satisfaction, and confidence about future careers in order to

provide schools and industries with suggestions regarding course

development and training during internships. Training classes

made a significant difference in satisfaction with the

supervisor and educational program. The regression analysis

showed that training satisfaction played a positive role as a

predictor of participants' job satisfaction and confidence about

future careers. The effect of satisfaction with training on

participants' confidence about future careers was mediated by

their satisfaction with the internship.

Ylagan Al (2013), emphasize that competencies are identified

behaviours, knowledge, skills, and abilities that directly and

positively impact the success of employees and organizations.

Competencies can be objectively measured, enhanced, and improved

through coaching and learning opportunities. Through this,

interns know that competence indicates sufficiency of knowledge

and skills that enable someone to act in a wide variety of

situations.

According to Laguador (2013), Learning takes place in

different avenues and forms of human existence. Formal education

from academic institutions is basically the proper venue for

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 St. Paul University Philippines
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acquiring appropriate knowledge and skills necessary for future

employment.

Fournier (2012), stated that Skills and competencies required

by food and beverage service management interns were assessed by

surveying their Swiss hotel and restaurant supervisors'

opinions. The survey comprised 48 skills and competencies,

compiled from literature and curricular learning outcomes.

Supervisors rated the importance of each competence and then

assessed their interns' performances on each item. A comparative

analysis of the data highlighted areas in which trainees

exceeded the supervisors' expectations and uncovered

developmental needs. According to supervisors' ratings, the most

important competencies comprised personal qualities and inter-

personal skills; students' highest performance ratings were

reflected in their positive attitudes towards work colleagues.

Given its mandate, TESDA envisions to be the leading

partner in the development of the Filipino workforce with world-

class competence and positive work values. Its mission on the

other hand is to provide direction, policies, programs and

standards towards quality technical education and skills

development. TESDA has also a quality policy which states that,

“We measure our worth by the satisfaction of the customers we

serve.”

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 St. Paul University Philippines
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To facilitate the delivery of its mandate, TESDA defines

its Core Business which is comprised of three planks: Direction

Setting, Standard Setting and Systems Development and Support to

TVET Provision.

The core business defined further TESDA’s role as

authority, enabler, manager and promoter of TVET which primarily

involves ensuring sufficient provision of skilled workers and

technicians to meet international work standards as well as the

needs of local enterprises and ensuring access to technical

education for the greater majority of the Filipinos.’

NC2 or TESDA gives you a great opportunity; it allows you to

enhance your knowledge and skills. NC2 has many benefits which

make it better.

Tourism – B.S. in HRM; B.S. in Travel Management; B.S. in

Tourism

Three degree programs were considered as model curriculum-

- Bachelor of Science in Hotel and Restaurant Management (BSHRM)

with five exit points: Housekeeping NC I, Food and Beverage

Services NC II, Commercial Cooking NC II, Front Office NC II and

Bartending NC II; Bachelor of Science in Travel Management

(BSTM) with two exit points: Commercial Cooking NC II and Travel

Services NC II; and Bachelor of Science in Tourism Management

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 St. Paul University Philippines
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(BSTM) with two exit points: Tour Guiding NC II and Commercial

Cooking NC II.

According to TESDA (2016), stated that graduating from the

programs given by TESDA will ensure the trainee a National

Certificate from TESDA Assessment that comes with benefits that

include a quality assurance that the graduate has acquired

proper knowledge and an understanding of the task at hand from

undergoing a series of practical and hands-on demonstrations,

positive attitudes from interviews with people who contribute to

the job and work projects. Not only that, but the certificate

will also guarantee that the graduate has acquired the values

that can help his/her skills needed for the said occupation and

for future opportunities that can follow from the success of the

current project.

According to Susan Kihn (2013), expressed that the career

planning is essential for those in the mining industry to

succeed, particularly as the mining industry has been in so much

turmoil in recent years which has resulted in job opportunities

having shrunken tremendously. For this reason planning and

setting milestones for your desired career path in mining is

essential. Doing this will give you a sense of direction, the

opportunity to reflect on how your career path is progressing,

whether you are achieving the milestones that you have set

yourself, and the opportunity to recognize where things may be

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 St. Paul University Philippines
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going wrong. In order to progress in your career and achieve the

goals that you have set yourself, you will need to plan forward,

and work on developing your skill set. You will also need to

actively pursue employee development opportunities that may

arise and to ensure that you gain the relevant work experience

needed.

Cleo Louw (2012), says that career planning is the

continuous process of thinking about your interests, values,

skills and preferences, exploring the life, work and learning

options available to you and ensuring that your work fits with

your personal circumstances.

Career planning is essential in order to succeed. Setting

long term goals with no thought process as to how you are going

to achieve them often ends in failure. Lack of experience and

knowledge can create pitfalls that make achieving these goals

highly unlikely. For this reason it is better to set short term

goals which are far more specific and easier to formulate. By

ensuring that the short term goals are achievable, and relate to

your long term career goals, gives you the best chance to

succeed.

According to Shanaz Smith (2014, emphasize that focuses on

guest satisfaction and comfort, while upholding the high quality

standards of service we require. This department is full of

seasoned professionals who focus on even the smallest details in

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 St. Paul University Philippines
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order to ensure the highest standards of cleanliness and guest

service.

Career tracking keeps you in charge of your development

and performance and will assist you in measuring your progress

against the goals that you have set.

Michelle Levendal (2010), stated that in order to fast

track your career, you will need to learn and demonstrate good

leadership qualities. There are some jobs where these skills are

not important, but the majority of the more senior jobs require

good leadership qualities. These skills are especially important

for jobs that would be in supervisory, management or

directorship levels. It is up to you to be able to prove that

you have good leadership skills, and you will need to be able to

make difficult decisions, to be able to be objective, honest and

to always stay focused, and to be able to lead and for others to

be able to respect and trust you. If you feel you are lacking in

these areas, track where you feel you are going wrong and work

on building these areas. There are also training programs

available for those needing help in learning the skills required

to be a leader.

Ultimately there are many ways available to help you along

the way in your chosen career, and tracking your progress along

the way will help you stay focused, measure your progress and

help to achieve your dreams and goals.

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 St. Paul University Philippines
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Conceptual Framework

The framework introduces, describes, and explains why the

research problem under the study exists. It shows all about the

study and how it could be done to come up with an output and

feedback to answer the questions stated in the input. It is used

for conceptual distinctions and to organize ideas to achieve the

research study purpose.

The primary goal of the study is to determine the

relevance of TESDA National Certificate II in the Career of the

Bachelor of Science in Hotel Restaurant Management and Bachelor

of Science in Tourism Management Graduates of SPUP. To achieve

the realization of this goal, the researchers must gather data

about the participant’s profile, the benefits of having TESDA NC

II, their career preferences, and the relevance of TESDA

national Certificate II in their career. In gathering data, the

researchers will float questionnaires to derive an output which

will be shown on the research paradigm.

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 St. Paul University Philippines
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Conceptual Paradigm

INPUT PROCESS OUTPUT

 Profile of the In-depth Career

Participants
 Push factors Analysis and Opportunities
in taking a
TESDA Course? Evaluation of the BSHRTM
 Career
on the graduates of
preferences
of BSHRTM
Importance Saint Paul
graduates of
SPUP?
National University
 Relevance of
having a TESDA Certificate Philippines
National
Certificate II II into the
on Career of
BSHRTM Career of
Graduates of
SPUP? the BSHRTM

graduates of

Saint Paul

University

Philippines

FEEDBACK

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 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 19

Figure 1: The Conceptual Paradigm of the Study

The paradigm shows how the researcher are guided in the

conducting the study. The framework shows the input-process and

output model.

The input include the profile of the participants in terms of

age, gender, Socio-economic status, and academic performance,

the push factors of enrolling a TESDA Courses, career

preferences of BSHRTM Graduates of SPUP, and the significance of

having a TESDA National Certificate in the Career Opportunities

of BSHRTM Graduates of SPUP.

The process phase includes an in-depth analysis and evaluation

on the importance of national certificate II into the career

opportunities of the BSHRTM graduates of Saint Paul University

Philippines.

The output includes the career opportunities of BSHRTM graduates

who are TESDA National Certificate II holders.

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 St. Paul University Philippines
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Statement of the Problem

The study seeks to determine the relevance of National

Certification II into the career of the BSHRTM graduates of

SPUP.

Specifically, it sought answers to the following questions:

1. What is the profile of the participants in terms of:

1.1 Age;

1.2 Sex, and;

1.3 Income;

2. What are the benefits in enrolling a TESDA course?

3. What are the career preferences of BSHRTM graduates of SPUP?

4. Is there a significant difference in having a TESDA National

Certificate on the career of BSHRTM Graduates of SPUP when

group according to profile variables?

Hypothesis

The following statements will be tested using a 0.05

level of significance:

There is no significant difference in having a TESDA

National Certificate on the career of BSHRTM Graduates of SPUP

when group according to profile variables.

Scope and Limitation of the Study

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 St. Paul University Philippines
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The scope of this research are the HRTM Graduates of St.

Paul University Philippines Tuguegarao from year 2014-2017. The

limitations of this research are only those HRTM graduates who

are TESDA National Certificate Holders. The respondents may/may

not be necessarily employed at the time of participation to this

research.

The study is only applicable to the graduates of SPUP.

This may have an effect and the generalizability of the study

and its findings. However, its findings at least some portion

and extent of it may still hold true to other schools processing

the same characteristics or adhering to the same educational

vision, mission, objectives, and curricula of the studies of

SPUP.

Significance of the Study

The researchers of this undertaking desire to make

significant contributions to the better improvement and further

development of the on-the-job training program. This study set

insights on providing enough understanding to the following

people who may benefit from this research study:

Students. The participants are the focus of the research

because ultimately they develop the awareness of themselves,

strength and weaknesses for their career development by

continually summarizing and reflecting upon what they are

learning in home, school, and community. In totality, students

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 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 22

are in charge of their own choice.

Faculty. It assures that standards and qualifications are

consistent to job requirements or demands. And it also provides

common understanding on standards, qualifications and levels.

School Administrators. It will help them in monitoring

the students in the formulation of the future modifications of

strategies to be more effective in the field of studying

lessons.

Employer. This study can be a key in continuing the study

on the importance of National Certificate II in the career

opportunities among HRTM students so they may be able to gain

more information.

Hospitality Industry. This may help the workers developed

according to the company’s needs, guaranteed highly skilled and

productive workers and savings on production cost through tax

incentives.

Future Researchers. This study provides them pertinent

information which are essential in their research topic related

to this study.

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 St. Paul University Philippines
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Definition of Terms

For better appreciation and understanding of this study,

the following terms are defined according to how they were used

in the context of the study.

Assessment. An informal examination by experts of systems,

programming, operations and security to improve efficiency and

effectiveness using industry best practices.

Career. An occupation undertaken for a significant period of a

person’s life and with opportunities for progress.

Certificate. A document serving as evidence or as written

testimony, as of status, qualifications, privileges, or the

truth of something.

College. An institution of higher learning, especially one

providing a general or liberal arts education rather than

technical or professional training.

Diploma. Document given by an educational institution conferring

a degree on a person or certifying that the person has

satisfactorily completed a course of study.

Experience. Particular instance of personally encountering or

undergoing something.

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 St. Paul University Philippines
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Knowledge. Facts, information and skills acquired by a person

through experience or education.

On-The-Job Training (OJT).It refers to the program conducted by

the cooperating firm, company or industry, sponsored by the

school in order to expose the student’s actual training.

Opportunity. Set of circumstances that makes it possible to do

something.

PTQF. Philippine TVET Qualifications Framework) quality-assured

framework meant to serve as comprehensive, nationally consistent

yet flexible system for giving recognition to the attainment of

competence along the middle level occupations.

Skill. The ability, coming from one’s knowledge, practice,

aptitude to do something well.

TESDA.(Technical Education and Skills Development Authority)An

agency of the Philippine government under the Department of

Labour and Employment and the Office of the Cabinet Secretary

responsible for managing and supervising technical education and

skills development in the Philippines.

TR. (Training Regulation) a TESDA promulgated document that

serves as basis for which the competency-based curriculum and

instructional materials and competency assessment tools are

developed. This document represents specific qualifications. How

the competencies in this qualification can be gained, assessed

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 St. Paul University Philippines
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and be given recognition is detailed in this promulgated

document. (TESDA Board Resolution No.2004-13 and Procedures

Manual on TR Development)

Training. The process of planned programs and procedures

undertaken for the improvement of employee’s performance.

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 St. Paul University Philippines
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Chapter 2

METHODOLOGY

This chapter presents on how this study will be conducted.

The research design, respondents/subjects of the study,

instrumentation, data gathering procedure, and data analysis is

to be used in treating the data.

Research Design

The research approach, design, and method that were used

in the study is the descriptive design using a survey method to

determine and evaluate the significance of having a TESDA

National Certificate II in the career of BSHRTM Graduates of

SPUP. Further the study seeks to identify the attendees of

assessment if they use their knowledge that they get during the

training program to their jobs and to give knowledge to those

who haven’t take the assessment. The researchers conducted the

study after the approval of the dean and participants.

Research Participants

The participants of this study are 75 graduates who have

taken the National Certificate II and 75 graduates who haven’t

taken National Certificate II.

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 St. Paul University Philippines
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In total, this study would be included 250 participants.

All participants are graduates of BSHRTM at SPUP Tuguegarao

City.

Sample and Sampling Techniques

The study has utilized the simple random sampling

technique. The sample size for the BSHRTM Graduates of SPUP

would be determined by the Slovin’s Formula using a 0.05 margin

of error.

Research Instrumentation

The principle data gathering instrument to be used in this

study is the questionnaire. The questionnaire was patterned from

the TESDA Training Regulation Manual (2013). The structured

questionnaire will be utilized as the main instrument to gather

data needed for the study. The questionnaire will consist three

parts namely: the first part which gathers information on the

profile of the participants, the second part which deals with

the participant’s background on national certificate II, and

lastly the third part which deals with participant’s assessment

on the significance of TESDA national certificate II into their

career. The questionnaire was pre-tested, improved, and

validated in order to ensure its high validity and reliability.

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 St. Paul University Philippines
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Data-Gathering Procedure

The following are the data gathering procedures undertaken

during the conduct of the study;

1. A written request by the researcher was forwarded to the

Dean in order to seek permission to conduct the study and

to allow them to float the questionnaires to the selected

participants.

2. A written request by the researcher was forwarded to the

participants in order to inform them of their

participation and invite them for a survey.

3. Invited graduates were then given questionnaire

administered by the researchers. Assistance were given to

these graduates to help them understand the questions

more. All information gathered from the questionnaires

are collected, secured, analysed, and interpreted.

Information that pertain to the respondents’ personal life

remained confidential for their further security and

protection.

Data Analysis

The data which were obtained through the questionnaires

were interpreted and analysed using the statistical tools

described below:

1. Frequency Count and Percentage Distribution was used to

determine the participant’s profile.

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 St. Paul University Philippines
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2. Weighted mean. This was used to determine the

participant’s level of significance of TESDA National

Certificate II into their career as BSHRTM Graduates of

Saint Paul University. To understand better the value of

the weighted mean, the following scale will be used as a

basis:

Table 1. Arbitrary Scale

Scale Descriptive interpretation

3.25- 4.00 Very Great Extent
2.50-3.24 Great Extent
1.75-2.4 Low Extent
1.00-1.74 No Extent

3. Analysis of Variance (ANOVA). This was used to determine

the significant differences on the participants’ level of

significance of National Certificate II into their career

as BSHRTM Graduates of Saint Paul University Philippines

when group according to the profile variables.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 30

Chapter 3
Results and Discussion

This chapter presents the results, analysis, and

interpretation of the data from the study. Specifically, this

aims to determine whether having a TESDA NCII is relevant in the

career of BSHRTM graduates of Saint Paul University of the

Philippines Tuguegaro.

The following tables below present the frequency counts

and percentage distribution of the participant’s profile and

their view on the different aspects of the study.

1. Profile of the Participants

1.1 Age

Table 1.Frequency Counts and Percentage Distribution of

the Participants when Grouped According to Age;

Age Frequency Count Percentage

19-21 years old 41 27.3%

22-24 years old 49 32.7%

25-27 years old 41 27.3%

28-29 years old 18 12.0%

30 and above 1 0.7%

TOTAL 150 100%

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 31

Table 1 presents the profile of the participants when

grouped according to age.

It can be gleaned from the data that 41 participants are

aged 19-21 which constitutes 27.3 percent of the total

population; 49 participants or 32.7 percent of the total

population are aged 22-24; 41 participants or 27.3 percent of

the total population are aged 25-27; 18 participants or 12.0

percent of the total population are aged 28-29; and 1

participant or 0.7 percent of the total population are aged 30

and above.

The data shows that majority of the population are aged

22-24 which constitutes to 32.7 percent.

1.2 Sex

Table 2.Frequency Counts and Percentage Distribution of

the Participants when Grouped According to Sex;

Sex Frequency Count Percentage

Female 84 56.0

Male 66 44.0

Total 150 100.0

Table 2 presents the profile of the participants when

grouped according to sex.

It can be seen from the data that 84 participants are

female which constitutes to 56 percent of the total population

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 32

while 66 participants are male which constitutes to 44 percent

of the total population.

Of the 150 participants, majority of the population are

female which can be associated to the greater population of

female students in the BSHRTM Program than that of male

students.

1.3 Monthly Income

Table 3.Frequency Counts and Percentage Distribution of

the Participants when Grouped According to Monthly Income;

monthly income Frequency Count Percentage

1,000- 10,000 Pesos 48 32.0

11,000- 20,000 Pesos 42 28.0
21,000- 30,000 Pesos 48 32.0
31,000- 40,000 Pesos 8 5.3
41,000-50,000 Pesos 4 2.7
Total 150 100.0

Table 3 presents the profile of the participants when

grouped according to monthly income.

It can be gleaned from the data that 48 participants

receive a monthly income of 1,000-10,000 pesos which constitutes

to 32.0 percent of the total population; 42 participants or 28.0

percent of the total population receive a monthly income of

11,000-20,000 pesos; 48 participants or 32.0 percent of the

total population receive a monthly income of 21,000-30,000

pesos; 8 participants or 5.3 percent of the total population

receive a monthly income of 31,000-40,000 pesos; and 4

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 33

participants or 2.7 percent of the total population receive a

monthly income of 41,000-50,000 pesos.

Results show that majority of the population is receiving

a monthly income of 1,000-10,000 pesos and 21,000-30,000 pesos

while least of the population receiving a monthly income of

41,000-50,000 pesos.

2. Career Preferences of the Participants

2.1 Career Preference
Table 4.Frequency Counts and Percentage Distribution of the
Participant’s Career Preference.

Career Description Frequency Count Percentage

Hotel Manager 23 15.33
Restaurant Manager 34 22.6
Front Desk Officer 17 11.3
Housekeeper 20 13.33
Chambermaid 8 5.33
Chef 13 8.67
Executive 12 8.00
Housekeeper
Food 22 14.67
Attendant/Waiter

Table 4 presents the participant’s profile according to

their career preference.

It can be seen that 23 participants which constitute to

22.6 percent of the total population prefer being a hotel

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 34

manager; 34 participants or 22.6 percent of the total population

prefer being a restaurant manager; 17 participants or 11.3

percent of the total population prefer being a front desk

officer; 20 participants or 13.33 percent of the total

population prefer being a housekeeper; 8 participants or 5.33

percent of the total population prefer being a chambermaid; 13

participants or 8.67 percent of the total population prefer

being a chef; 12 participants or 8.00 percent of the total

population prefer being an executive housekeeper; and 22

respondents or 14.67 percent of the total population prefer

being a food attendant/waiter.

The data shows that 34 participants or 22.6 percent of the

total population represent the majority of being a restaurant

manager as a career preference while 8 participants or 5.33

percent of the total population represent the least of being a

chambermaid as career preference.

The career preferences of the participants can be

attributed to their field of specialization.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 35

3. Relevance of TESDA NC II
Table 5. The Weighted Mean and Descriptive Interpretation
of the Participants in the Relevance of TESDA NCII
Relevance of TESDA National Weighted Descriptive
Certificate mean Interpretatio
n
TESDA NC will help me to:
1. Receives and responds into 3.76 Very Great
work place communication. Extend
2. Work in a team environment. 3.66 Very Great
Extend
3. Demonstrate work values. 3.66 Very Great
Extend
4. Participate in a working 3.54 Very Great
environment. Extend
5. Increase my level of 3.60 Very Great
professionalism. Extend
6. Practice negotiation skills. 3.60 Very Great
Extend
7. Develop and practice 3.60 Very Great
negotiation skills. Extend
8. Develop confidence in doing 3.64 Very Great
task related to work. Extend
9. The necessary skills needed 3.60 Very Great
to be employed for a job. Extend
10. Productive in the work 3.60 Very Great
field. Extend
11. Maintain personal growth and 3.64 Very Great
development in my career. Extend
12. Increase my technical skills 3.64 Very Great
and core competencies. Extend
13. Observe workplace hygiene 3.64 Very Great
procedures. Extend
14. Contribute to level of 3.61 Very Great
mastery in demonstrating the Extend
necessary operations related
to my field.
15. Provide effective customer 3.63 Very Great
service. Extend

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 36

Table 5.

Presents the relevance of TESDA NC II. The following scale

was used to measure the extent of its relevance; 1=No Extent;

2=Little Extent; 3=Great Extent; 4=Very Great Extent.

As revealed in the data, all the listed relevance of TESDA

NC II were interpreted by the respondents as great extent. These

are Receive and response to workplace communication Weighted

Mean 3.76 and descriptive interpretation a very great extent.

Work in a team environment Weighted Mean 3.66 of descriptive

interpretation a very great extent. Demonstrate work values

Weighted Mean 3.66 and descriptive interpretation a very great

extent. Participate in a working environment Weighted Mean 3.54;

Increase level and professionalism Weighted Mean 3.60 of

descriptive interpretation a very great extent. Practice career

professionalism Weighted Mean 3.60 and descriptive

interpretation a very great extent. Develop and practice

negotiation skills Weighted Mean 3.60 and descriptive

interpretation a very great extent. Develop confidence in doing

task related to work Weighted Mean 3.64 and descriptive

interpretation a very great extent. Acquire necessary skills

needed to be employed in a job Weighted Mean 3.60 and

descriptive interpretation a very great extent. Become

productive in the work field Weighted Mean 3.60 and descriptive

interpretation a very great extent. Maintain personal growth and

development in my career Weighted Mean 3.64 and descriptive

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 37

interpretation a very great extent. Increase my technical skills

and core competencies Weighted Mean 3.64 and descriptive

interpretation a very great extent. Observe workplace hygiene

procedures Weighted Mean 3.60 and descriptive interpretation a

very great extent. Contribute to level of mastery in

demonstrating the necessary operations related to my field

Weighted Mean 3.61 and descriptive interpretation a very great

extent and Provide effective costumer service Weighted Mean 3.64

and descriptive interpretation a very great extent.

Generally, the overall computed weighted mean of 3.64 were

interpreted by the participants as great extent.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 38

Chapter 4
Summary, Conclusions, and Recommendations

Summary
This study was conducted for the purpose of coming up with

a data in finding out whether having a TESDA NC II is relevant

in the career opportunities of BSHRTM Graduates of Saint Paul

University Philippines Tuguegarao.

This study used the descriptive method of research in

order to determine and evaluate the relevance of having TESDA

national certificate II. This study used descripted research to

identify the attendees of assessment if they use their knowledge

that they get during the training program to their jobs.

There were 150 participants in the study. 75 participants

are graduates who have taken the National Certificate II and the

75 participants are graduates who haven’t taken National

Certificate II. To total, this study included 150 participants.

All respondents are graduates of BSHRTM at Saint Paul University

Philippines Tuguegarao City.

1.1 Age

The majority of the participants are mostly 22-24 years

old which is about 39.7 percent of the total population.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 39

1.2 Sex

The participants were mostly 22-24 years old which is

about 39. 7 percent of the total population

1.3 Monthly Income

Majority Of the total population, 32.0 percent were

receiving a monthly income of 1,000-10,000 pesos making an equal

percentage to that of those who receive a monthly income of

21,000-30,000 pesos.

1.4 Career Preference

The majority of participants are mostly preferred being a

restaurant manager as a career which is denoted by 22.6 percent

of the total population.

1.5 Relevance Of TESDA NCII

The participants placed a great extent on the relevance of

having a TESDA NCII in their career opportunities as denoted by

the overall computed mean of 3.63.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 40

Conclusion

Based on the findings of the study, the following

conclusions are drawn;

The profile of the respondents as to age, sex, and monthly

income are irrespective from each other. Even though majority of

the respondents were 22-24 years old, this doesn’t have any

effect on their monthly income. While most of the respondents

are female, this isn’t a guarantee that they receive a higher

income than the male participants.

Majority of the participants preferred being a restaurant

manager as a career. This shows that their knowledge in

restaurant management will likely be utilized. This can be also

attributed to their abilities in line with their field of

specialization.

As to the relevance of TESDA NC II in their career

opportunities, the participants majorly emphasized that having a

TESDA NC II is relevant because it will help them receive and

respond to workplace communication. This is attributed to the

importance of communication to employees when it comes to their

workplace.

Generally, the participants put up a great extent on the

relevance of having a TESDA NC II in their career opportunities

denoted by a general weighted mean of 3. 63. This shows that

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 41

there is a great relevance of having a TESDA NC II in the career

opportunities of BSHRTM graduates of Saint Paul University

Philippines Tuguegarao City.

Recommendations

In the light of the findings and conclusions made, the

following are recommended;

1. BSHRTM students of Saint Paul University Philippines

Tuguegarao City should be encouraged to enrol in a TESDA

Course to have a TESDA NC II. Their time of enrolment

should be upon availability of time for as long as it does

not conflict with their class schedules.

2. Graduates of BSHRTM of Saint Paul University Philippines

Tuguegaro City should enroll in a TESDA Course to secure a

TESDA NC II because it is relevant in their career

opportunities.

3. Graduates of BSHRTM who already hold a TESDA NC II are

still encouraged to enrol other TESDA Courses in order to

increase their knowledge and level of competencies.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 42

REFERENCES

A. Books

Sy, Augusto B. The Philippine Technical Vocational Education

and Training (TVET) System (2016)

Durado, Antonio C. Philippines Case Study PQF UNESCO;

February (2016)

Dopson, L.R. & Nelson, A.A (2014.) Future of Hotel Education:

Required program content areas for graduates of US

hospitality program beyond year 2000 - part two. Journal of

Hospitality & Tourism Education" The International Journal of

Theories and Practice" Vol. 15, No. 3. pp. 11-17

Dopson,L.R. &Tas, R. F. (2004). A practical Approach to

Curriculum development: A case study. Journal of Hospitality

& Tourism Education" The International Journal of Theories

and Practice" Vol. 16, No.1, pp. 39-46

Fleming & Eames.(2015) Student Learning in Relation to the

Structure of the Cooperative Experience. Asia-Pacific Journal

of Cooperative Education, Vol. 6, No. 2, 26-31.

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 43

B. Periodicals

Laguador, J.M. (2013). Developing Students’ Attitude

Leading Towards a Life-Changing Career, Educational

Research International, 1(3): 28-33

Lyons, K. (2015). Room to move? The Challenges of career

mobility for tourism education. Journal of Hospitality &

Tourism Education " The International Journal of Theories

and Practice" Vol. 22, No. 1. pp. 51.55

Rutz, C. & Lauer- Globov, J(2005). Assessment and

Innovation: One darn thing leads to another. Assessing

Writing. Vol. 10, no. 2, pp. 80-89

Swanger, N. &Gursoy, D.(2016) Industry-Driven Model of

Hospitality Curriculum for Programs Housed in Accredited

Colleges of Business: e- Assessment Tool(e-AT) - Part IV.

Journal of Hospitality & Tourism Education" The

International Journal of Theories and Practice" Vol. 22,

No. 1

Teson, D. & Ricci, P. (2016).Job Competency Expectations

for Hospitality and Tourism Employees.Journal of Human

Resources in Hospitality and Tourism.Vol 4, Issue 2. pp

53-64

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 44

C. Internet Sources

Tesda.gov.ph. (2013) Food and Beverage Services NC II

Training Regulations retrieved on August 14, 2013, from

http://www.tesda.gov.ph/program.aspx?page_id=29

Fournier, H &Ineson, EM (2017), Closing the Gap between

Education and Industry: Skills' and Competencies'

Requirements for Food Service Internships in Switzerland

Journal of Hospitality & Tourism Education, Volume 22, Issue

4, 2010 retrieved on December 20, 1012 from

http://www.tandfonline.com/doi/abs/10.1080/10963758.2010.1069

6990#.U rpZwrSrGgA

Gursoy, D. &Swanger,N. (2014). Industry-Driven Model of

Hospitality Curriculum for Programs Housed in Accredited

Colleges of Business - Part II.Journal of Hospitality &

Tourism Education "The International Journal of Theories and

Practice" Vol. 17, No. 2. 46-56

Hospitality management competencies: do faculty and students

concur on employability skills? Research paper retrieved on

August 14, 2013 from

http://www.waceinc.org/papers/vancouver/South%20Africa/Spowar

t.pdf

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 45

Wen, HwaKa ( 2008) Training, Satisfaction with Internship

Programs, and Confidence about Future Careers among

Hospitality Students: A Case Study of Universities in Taiwan,

Journal of Teaching in Travel & Tourism, Volume 7, Issue 4,

2008 retrieved on December 20, 2013 form

http://www.tandfonline.com/doi/abs/10.1080/15313220802033245#

.UrhVjbSrGgA

Zhao, J. (2010). A current look at hospitality ad tourism in

China colleges and universities. International Journal of

Hospitality Management Vol 10, Issue 4, retrieved on Aug 8,

2013 from

http://www.sciencedirect.com/science/article/pii/027843199190

017C

http://careerminer.infomine.com/the-importance-of-planning-in-

your-career/

https://www.hotelschool.co.za/career-housekeeper-hotel/

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 46

APPENDICES

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 47

Appendix A

Approval letter to the Dean

Letter to the Respondents

Letter to Respondents

Dear Ma’am/Sir:

We are students from Saint Paul University Philippines of

the BSHRTM department conducting a research entitled “The

Relevance of TESDA National Certificate II in the Career

Opportunities of BSHRTM Graduates of SPUP”.

Aware of the fact that you are a graduate of SPUP, we

would like to invite you to be a respondent by answering the

questions stated below. We understand that this questionnaire

requires information pertaining to your personal life that’s why

we are assuring that this material shall be secured and all

information disclosed hereby shall be held confidential. Your

response to this survey is highly valuable.

Thank You and God Bless!

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 48

Dean

Participants:

Christian Greetings! The undersigned fourth (4th) year

Bachelor of Science in the Hotel and Restaurant Management

(BSHRM) and Bachelor of Science in Tourism Management (BSTM)

students of the School of Business and Hospitality Management

(SBAHM) will conduct a research entitled “Research tittle” in

partial fulfilment of the requirements in Tourism and

Hospitality Research Method (TUR109)

In connection to this, we would like to involve you as the

research participants of this study. Every answer that you will

supply will considered vital. Rest assured that your response

will be with utmost confidentiality.

ZANNIYA NICOLE F. CACHO LEA SHAIRA NOVIEL SIMON

ARIANNE D. BRIONES WINNIE JOY P. BUNGAG

AGATHA MARIE R. AGUSTIN

Noted By:

GLEN C. CAGURANGAN, MSHM

Research Adviser

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 49

Endorsed By:

MRS. KRYZYA-CALAGUI, MSHM

Associate Dean, BSHRTM

Approved By:

MRS. CHARITO M. GUILLERMO

Program Dean, SBAHM

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 50

Name: _____________________________________ (Optional)

Age: ( ) 19–21
( ) 22-24
( ) 25-27
( ) 28-29
Sex: ( ) Female ( ) Male
Monthly Income:
___1,000-10,000 Pesos
___11,000-20,000 Pesos
___21,000-30,000 Pesos
___31,000-40,000 Pesos
___41,000- 50,000 Pesos
__________ (Please Specify Income if none of the above)
Have you enrolled in any TESDA Course? Yes_____ No______
When did you enrol in TESDA? ________________ (Month and Year)
What Course did you take? _____________________________________
Have you acquired a TESDA National Certificate? Yes_____
No______
A. Career Preference(Please put a check mark(/) on the box
provided)

Career Description

Hotel Manager
Restaurant Manager
Front Desk Officer
Housekeeper
Chambermaid
Chef
Executive Housekeeper
Food Attendant/ Waiter

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 51

If none of these, please specify:

B. Relevance of TESDA National Certificate

Directions: Please use the following scale to answer the

questions below: 1=No Extent; 2=Little Extent; 3=Great
Extent; 4=Very Great Extent
The TESDA NCII will help me to: 4 3 2 1

1. Receive and response to workplace

communication.
2. Work in a team environment.
3. Demonstrate work values.
4. Participate in a working environment.
5. Increase my level of professionalism.
6. Practice career professionalism.
7. Develop and practice negotiation skills.
8. Develop confidence in doing task related to
work.
9. Acquire necessary skills needed to be
employed for a job.
10. Become productive in the work field.
11. Maintain personal growth and development in
my career.
12. Increase my technical skills and core
competencies.
13. Observe workplace hygiene procedures.

14. Contribute to level of mastery in

demonstrating the necessary operations related
to my field.
15. Provide effective customer service

Signature

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 52

CURRICULUM VITAE

Name: Agatha Marie R. Agustin

Age: 21
Birth date: August 27, 1996
Home Address: Cagumitan, Tuao, Cagayan
Email Address: [email protected]
Civil Status: Single
Religion: Roman Catholic

FAMILY BACKGROUND
Father: Oliver D. Agustin
Mother: Arlene R. Agustin

EDUCATIONAL ATTAINMENT
Primary: Believers Bible Baptist Academy
Secondary: Itawes National High School
Tertiary: St. Paul University Philippines

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 53

CURRICULUM VITAE

Name: Arianne D. Briones

Age: 20
Birth date: October 13, 1997
Home Address: Tabuk City, Kalinga
Email Address: [email protected]
Civil Status: Single
Religion: Roman Catholic

FAMILY BACKGROUND
Father: Ric C. Briones
Mother: Lilia D. Briones

EDUCATIONAL ATTAINMENT
Primary: Agbannawag Elementary School
Secondary: Agbannawag National High School
Tertiary: St. Paul University Philippines

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 54

CURRICULUM VITAE

Name: Winnie Joy P. Bungag

Age: 20
Birth date: September 21, 1997
Home Address: Esperanza East Aurora Isabela
Email Address: [email protected]
Civil Status: Single
Religion: Roman Catholic

FAMILY BACKGROUND
Father: Orlando A. Bungag
Mother: Susana P. Bungag

EDUCATIONAL ATTAINMENT
Primary: Esperanza Elementary School
Secondary: Dona Aurora National High School
Tertiary: St. Paul University Philippines

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 55

CURRICULUM VITAE

Name: Zanniya Nicole F. Cacho

Age:
Birth date:
Home Address:
Email Address:
Civil Status: Single
Religion:

FAMILY BACKGROUND
Father:
Mother:

EDUCATIONAL ATTAINMENT
Primary:
Secondary:
Tertiary:

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 56

CURRICULUM VITAE

Name:
Age:
Birth date:
Home Address:
Email Address:
Civil Status:
Religion:

FAMILY BACKGROUND
Father:
Mother:

EDUCATIONAL ATTAINMENT
Primary:
Secondary:
Tertiary:

SPUP School of Business Accountancy and Hospitality Management

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 57

CURRICULUM VITAE

Name:
Age:
Birth date:
Home Address:
Email Address:
Civil Status:
Religion:

FAMILY BACKGROUND
Father:
Mother:

EDUCATIONAL ATTAINMENT
Primary:
Secondary:
Tertiary:

SPUP School of Business Accountancy and Hospitality Management