ILOCOS SUR POLYTECHNIC STATE COLLEGE – GRADUATE SCHOOL

ILOCOS SUR POLYTECHNIC STATE COLLEGE – GRADUATE SCHOOL

TRACER STUDY OF THE GRADUATES OF ILOCOS SUR

COMMUNITY COLLEGE UNDER TechVoc (TESDA)
PROGRAM

MICHAEL B. VALENCIA

ILOCOS SUR POLYTECHNIC STATE COLLEGE

STA. MARIA, ILOCOS SUR
GRADUATE SCHOOL

MASTER OF SCIENCE IN AGRICULTURE

(MAJOR IN RURAL DEVELOPMENT)

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Chapter I

Introduction

Technical and Vocational Education Training (TVET) connect

education and the world unlocking the potential of young people and

adults for a brighter future (UNESCO, n. d) TVET is a type of education

and training the focuses on providing student with practical skills and

knowledge for a specific trade or Vocation. It is often considered an

alternative to traditional academic routes, such as university or

collage, and is designated to prepare students for a specific career or

occupation (TVET Journal,2024). In the Philippine, pursuit of economic

growth and development has been the major concern because despite

of many degree holders and professionals, unemployment is still a

serious issue that need to be addressed. With this concern, Philippines

had placed significant emphasis on TVET as a strategic pathway to

produce skilled workforce capable of meeting the demand of the

globalized economy. United Nations Educational, Scientific, and

Cultural Organization (UNESCO, n. d) cited that the overarching short-

term and long-term objective TVET in the country is to ensure national

development through accelerated human capital development by

providing lifelong learning opportunities for all. TVET role is to build a

competitive and socially inclusive workforce in the Philippines. As such,

Technical Education and

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Skills Development Authority (TESDA), the country’s agency

responsible for TVET, is doing all efforts to adapt with the rapid

technological developments to improve the labor market which was

once become low because of the Corona virus pandemic.

In Ilocos Sur, Ilocos Sur Community College (ISCC) have been the

forefront of providing accessible and industry-relevant education and

training programs. The college aims to educate and train the youth of

Ilocos Region to enhance labor productivity and produce responsible

citizens in an environment where educational access is equitable. The

vision of the college is to be a center of excellence for academic,

ladderized programs; Technical and Vocational Education Training

(TVET) Programs; a self-sustainable educational Institution with highly

competitive teaching and non-teaching staff, with state-of-the-art

facilities, Laboratories, institutional materials producing highly- trained

and globally competitive graduate. With strong commitment to

academic excellence and holistic development, ISCC offers a wide

range of programs including bachelor’s degrees, associate degrees,

diploma courses, and certificate programs in various fields such as

business, education, information technology, and hospitality

management. ISCC offers TVET programs that prepares students to

have employable skills/competencies at every academic year level for

them to be competitive in the different industries, either locally or

globally.
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The success of the program in turning out graduates who can find

jobs right away and make a significant contribution to the socio-

economic advancement of the area is still up to debate. A thorough

assessment of the TVET programs outcomes is necessary to close

these gaps and provide guidance for improved policies and progress.

These gaps include knowledge gaps; skills gaps; and performance

gaps. Roundtable Learning (2024) stressed that knowledge gap occurs

when an employee doesn’t know the information needed to complete

task in their role. A skills gap on the other hand, is more tactile,

meaning the skill set of an employee doesn’t align with the skills

needed to perform their job while performance gap is difference

between how an employee is expected to perform and how they

actually perform.

TVET Journal (2024), stressed that one of the key benefits of TVET is

its ability to help fill the enumerated gaps in the current job market.

TVET can help address these by providing students with the practical,

relevant skills and training they need to succeed in specific careers.

Many TVET programs are designed in collaboration with local

employers; so they can be tailored to meet the specific needs of the

job market. This ensures that students are learning the skills that are

most in demand and that they are well-prepared to enter the workforce

upon graduation.

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In addition, TVET also offers a more practical, hands-on approach to

learning that can be particularly appealing to some students. Rather

than spending years in a classroom learning theory, TVET students

have the opportunity to learn through doing, by working on real-world

projects and gaining hands-on experience in their chosen fields.

This type of experiential learning can be a valuable complement to

traditional academic learning and can help students develop the skills

and confidence they need to succeed in their careers.

With the aim of adding to the body of knowledge on the efficacy of

TVET in the area ad offering practical insight for improving the

College’s program quality relevance, tracer studies which follow up on

graduates to access their education experience, employment status,

and career trajectories have become an invaluable tools for evaluating

the impact of TVET programs by tracing the path of ISCC graduates

under Technical Vocational(TechVoc) programs.

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Background of the Study

In order to prepare people for the workforce, technical-vocational

education and training (TVET) programs—like those provided by Ilocos

Sur Community College under the Technical Education and Skills

Development Authority (TESDA)—are essential. It is crucial to evaluate

the graduates and their influence on the local market in order to

guarantee the efficacy of these programs.

A tracer study is a type of research methodology used to monitor

graduates' development following their graduation from school or

training. Researchers can obtain important information regarding

graduates' work situation by following up with them. salary range,

contentment at work, and general professional growth.

A tracer study would shed light on the following in relation to the

TechVoc program at Ilocos Sur Community College.

 Employability: The degree to which recent graduates can find

work in their profession of choice or adjacent businesses.

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 Skill Relevance: The degree to which the programs' gained skills

and abilities align with the needs of the labor market.

 Income and Career Advancement: The graduates' earning

potential and professional advancement.

 Job Satisfaction: The degree to which graduates are content with

their current jobs.

 Further Education and Training: Graduates' pursuit of further

education or training.

The institution can enhance its training methods, placement

services, and curriculum by making well-informed judgments

based on its awareness of these aspects. The study's conclusions

can also be utilized to support policies that uphold TVET

programs and highlight the importance of technical-vocational

education.

Theoretical Framework

The following theoretical frameworks will serve as the basis

for this tracer study:

Theory of Human Capital

According to this hypothesis, people spend money on education

and training in order to boost their potential for learning and

production. It is anticipated that graduates of Ilocos Sur

Community College will improve their employability and income

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by enhancing their human capital through the acquisition of

technical-vocational skills through the TESDA program.

Theory of Social Capital

The network of connections and resources that people can

access is referred to as social capital. The study will investigate

the ways in which the social capital that the college's program

has produced—such as alumni networks and business

partnerships—has impacted the career paths and general well-

being of its graduates.

Theory of Life Course

This idea highlights how life stages are interconnected and how

past experiences influence present and future events. The study

will determine the elements that have influenced the graduates'

current circumstances and goals by looking at their educational

and professional experiences.

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Framework of The Study

The following graphic shows the conceptual framework for this study

1. Input Variables (Independent Variables)

These refer to the factors affecting the graduates’ preparation and

competence in the TechVoc (TESDA) program.

o Demographic Profile:

 Age

 Gender

 Civil status

 Socioeconomic status

 Educational attainment prior to TechVoc training

o Program Factors:

 Type of TESDA course completed

 Duration of training

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 Curriculum relevance

 Quality of instruction

 Access to facilities and equipment

2. Process Variables (Mediating Variables)

These are the experiences and competencies acquired during the

program.

o Skills Development:

 Technical skills

 Soft skills (communication, teamwork, problem-solving)

 Industry certification acquired (Agri Crops NC III)

o Internship/On-the-Job Training (OJT):

 Duration and relevance of OJT

 Industry partnerships

 Mentorship received

3. Output Variables (Dependent Variables)

These refer to the outcomes or impacts of the program on the

graduates.

o Employment Status:

 Employment rate (employed, unemployed, self-employed)

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 Nature of employment (related or unrelated to TechVoc

course)

 Job position and responsibilities

 Duration of employment

o Income and Economic Benefits:

 Monthly income

 Job stability and promotion prospects

o Career Satisfaction:

 Job satisfaction level

 Alignment of job with personal and professional goals

4. Feedback Loop

Feedback from graduates and employers is critical for improving the

curriculum, instructional quality, and industry relevance of the TechVoc

(TESDA) program.

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Conceptual Framework Model

A diagram to illustrate the conceptual framework would involve:

Employment
Skills Status Feedback Loop
Demographic Development (continuous
Income and improvement
Program Internship/ Economic of the
Factor On-The-Job Benefits program)
Training
Career
Satisfaction

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Statement of the Problem

There is little genuine empirical on the result of TVET programs and

the effects on graduates, Job and career trajectories, despite the

government’s best effort to improved them through initiatives like

TESDA.

There are few studies that particularly at the experience and career

status of TechVoc graduates of Ilocos Sur Community College (ISCC)

In order to close this gap, the following is being looked into this

study:

1. What is the vocational placement and employment rate for

graduates of the ISCC TechVoc?

2. What degree of alignment exist between the TechVoc curriculum

and the actual employment requirements in the labor market?

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3. To what extent are graduates of ISCC TechVoc content with their

training education?

4. What competencies and skills did the graduates obtain and how

are they used in the workplace?

5. What training needs have companies and graduates identified?

Hypothesis

 Hypothesis 1(Null Hypothesis)

The skills and knowledge required for employment in the local

labor market are not much different from those of graduates of

Ilocos Sur Community College's TechVoc programs.

 Hypothesis 2(Alternative hypothesis)

The knowledge and skills that graduates of the TechVoc program

at Ilocos Sur Community College possess are very different from

what is actually required for jobs in the local labor market.

 Hypothesis 3(Null Hypothesis)

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There is no discernible relationship between the graduates'

evaluation of the relevance of their TechVoc course to their present

role and their level of job satisfaction.

 Hypothesis 4(Alternative Hypothesis)

There is a substantial correlation between graduates' evaluations

of how applicable their TechVoc course was to their current role and

their level of job satisfaction.

 Hypothesis 5(Null Hypothesis)

There is little variation in the employment rates of graduates

from Ilocos Sur Community College's different TechVoc programs.

 Hypothesis 6 (Alternative Hypothesis)

Graduates of the different TechVoc programs offered by Ilocos Sur

Community College have widely differing employment rates.

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Scope and limitation

With reference to the Technical Education and Skills Development

Authority (TESDA), the study will concentrate on the tracer study of

Ilocos Sur Community College (ISCC) alumni who finished TechVoc

programs. The employment, income, and job satisfaction of these

graduates will all be investigated in the research. Also, the connection

between the TechVoc curriculum, the learned proficiencies, and the

real work specifications will be looked at. The research, which would

encompass one or more batches of TechVoc graduates based on data

accessibility and availability, will take place in the province of Ilocos

Sur.
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The study is restricted to Ilocos Sur Community College graduates,

and its findings might not apply to other technical-vocational

institutions. Factors outside the researcher's control could have an

impact on the findings. such as shifts in the government's policies,

business trends, and economic conditions. Furthermore, the study will

be dependent on the respondents' correctness and completeness of

the data, which could induce bias. Furthermore, the study's timeline

might restrict how thoroughly the graduates' long-term job paths are

examined.

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Significance of the Study

For several reasons, the TechVoc (TESDA) programs tracer research

on graduates of Ilocos sur College is significant.

FOR ISCC: the outcome will provide useful data regarding how

its TechVoc programs produced graduates who are capable of

meeting the demand of the labor market. This information can

be utilized to strengthen industry ties, enhance career

counseling services, and enhance curriculum design.

FOR TESDA: evaluating the over-all effectiveness of the region

TechVoc program. The research will be conducted and TESDA

has the ability to identify its strengths and weaknesses and

subsequently implement the requires modification to evaluate

the quality of TVET programs throughout the nation.

FOR GRADUATES: This study will be able to identify prospects

for further skills development and professional advancement

based on the caliber and applicability of their education.

FOR INDUSTRY: The research will assist in identifying the

competencies and the sector, enabling improved connections

between career and educational option.

FOR POLICY MAKER: the research will help share the creation

of policies and initiatives meant to close the skills gap and

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improve graduate’s employability while also addressing the labor

market.

Objective of the study

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General

 To ascertain Ilocos Sur Community College (ISCC) graduate’s

employment situation, salary level and job satisfaction in relation

to TechVoc (TESDA) programs.

Specific

 To evaluate ISCC TechVoc graduates occupational placement

and employment rate.

 To ascertain the ISCC TechVoc graduate’s income level in

accordance to their selected field of specialization.

 To assess ISCC TechVoc graduate’s degree of job satisfaction.

 To ascertain whether the TechVoc programs is relevant to the

real employment requirements as seen by the graduates.

 To determine whatever abilities and skills graduates have gained

and how they apply them in the workplace.

Time and Place of the Study

The tracer study's data collecting will take place between February

and March of 2025. During this time, questionnaires will be given to

the chosen ISCC TechVoc graduatess from academic year 2011-2012

to academic year 2015-2016.

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The Ilocos Sur Region will be the primary location of this

investigation. concentrating on the ISCC alums; but, attempts will be

made to contact them at their present addresses if they have moved.

The researcher can make sure that data collection is done effectively

and within the allotted period by clearly defining the study's location a

Definition of Terms

General Term

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Tracer Study- An approach to research that tracks the

development of a particular group of people, in this case,

program graduates.

Graduates- Someone who has finished a training program or

course of study.

TechVoc- A form of education that emphasizes practical skills

and knowledge, technical-vocational education and training is

abbreviated as.

TESDA- The Philippine government's Technical Education Skills

Development Authority is in charge of advancing technical-

vocational education and training.

Ilocos Sur Community College- The particular educational

establishment where the graduates were enrolled.

Specific Terms

Respondent- A graduate who contributes information to the

tracer research.

Profile- A summary of the respondent's educational and

personal history, including their age, gender, courses taken, and

degree

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Employment Status- A respondent's present employment

status, including whether they are self-employed, employed,

unemployed, or planning to pursue more education.

Employment Rate- The proportion of recent graduates with

jobs.

Job Relevance- The degree to which a graduate's TechVoc

course is connected to their current position

Job Satisfaction- how content a recent graduate is with their

current position.

Skills Utilization- The degree to which a graduate can apply the

abilities and information they learned in their TechVoc course to

their present position

Challenges Encountered- Challenges or barriers graduates

encounter when looking for work or advancing their careers

Suggestions for Improvement- Graduates' suggestions for

enhancing Ilocos Sur Community College's Techvoc program

Migration- the transfer of graduates to another area for

employment or education.

Further Studies- Pursuing more training or higher education

Skill Gaps- disparities between the abilities graduates possess

and the abilities companies need.

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Review of Related Literature

Tracer studies have become an important instrument for assessing

the effectiveness of educational institutions and their programs. By

monitoring the progression of graduates after they finish their studies,

these studies offer significant insights into the relevance of academic

curricula, the job readiness of graduates, and the overall influence of

educational initiatives. This research aims to perform a tracer study on

the graduates of Ilocos Sur Community College (ISCC) who have

successfully completed the Technical Vocational Education and

Training (TVET) program administered by the Technical Education and

Skills Development Authority.

The main goals of this research are to evaluate the job status,

income levels, and skill application of graduates from ISCC-TVET.

Furthermore, this study will examine the obstacles and prospects

encountered by these graduates in the labor market, along with their

views on the quality of education and training they obtained at ISCC.

By obtaining a thorough understanding of these aspects, this research

aims to aid in enhancing TVET programs at ISCC and other comparable

institutions.

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This literature review will examine the theoretical foundations,

methodologies, and applications of tracer studies, placing special

emphasis on research conducted in the Philippines, particularly those

involving TVET graduates. It will investigate the importance of tracer

studies in assessing the efficacy of TVET programs, pinpointing

deficiencies in the existing literature, and stressing the possible

contributions of this research to the field.

Numerous research efforts have investigated the job prospects of

individuals who have completed different TechVoc (TESDA) programs.

Getting young people (ages 15 to 24) ready for the workforce is one

of the Philippines' biggest development issues. The Philippines is

experiencing high rates of dropouts, unemployment, and poor levels of

education, especially among young people. Senior high school TVET

instruction was incorporated to generate high

from TESDA, where these NCs are widely accepted as national

employment credentials and are frequently needed when hiring

qualified personnel both domestically and overseas. (Budhrani, et

al,2018).

In the Philippines, TVET schools contribute more to economic

growth. TVET to economic development in terms of employment,

earnings, skill use, and graduates' preparedness for the workforce.

Finally, there is no correlation between the employment status of

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graduates and workforce readiness in terms of knowledge, skills, and

attitude. The average monthly income of graduates in TechVoc does

not significantly differ based on geographic match or skills match, nor

does it have a significant relationship with their income (Rayan 2015).

The curriculum for grades K–12 also promises employability after

senior high school. To improve their employment after graduation,

underprivileged junior high school graduates should enroll in the

Technical Vocational Livelihood Program (TVL) courses. (Pajares et al.,

2018; Bacarra, 2016; Ismael & Mohammed, 2015). Additionally, the

Asian Development Bank (ADB, 2014 & ADB, 2015) states that funding

the TVL program could raise employee incomes and enhance job

prospects to 56%.

Not all employability skill categories are pertinent to employees'

advancement of contextual performance and success in the workplace,

according to (Abas,et.al 2016) on graduates' competency in

employability skills and job performance. Nonetheless, workers who

possess competences in particular employability skills that correspond

with their contextual behaviors will be better positioned to remain and

advance in their workplace and have an awareness of the demanding

requirements of various work environments. (Fernandez,2024).

Students in the Philippines' Senior High School (SHS) can select

a strand that will introduce them to their desired professional route,

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(Calasin, et,al 2021). Assume that one decides to enter the workforce

right away. If so, the senior high school provides a quicker route to

obtain the Technical Education and abilities Development Authority's

(TESDA) Certificate of Competencies (COCs) and National Certificate

(NC), which are used to apply for jobs in the country and abroad that

require a specific set of abilities.

Graduates with certificates are hired after graduation, according to

TESDA, and it's crucial to understand that TESDA improves their career

and helps them prevent mismatch. In less than a year, 72.8% of them

find employment in this nation after applying for a TESDA assessment;

the remaining 27.2% may have chosen to go overseas due to a lack of

options. (Ingco, et.al 2020).

A study on the state and future of technical education and its

impact on the development of labor for the industrial world was

conducted by (Concorde, 2009). He disclosed that finding work was not

a problem for technical course graduates. However, before they are

employed as normal workers in regional or national industries, they

must undergo retraining. He noted that there is a high demand in the

service group based on the output of technical education graduates,

especially in the manufacturing group employment projection or labor

market forecast (Balingbing, 2014).

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The creation of technical and vocational education and training

(TVET) was intended to help nations compete in the global economy in

light of the growing number of foreign labor market opportunities and

to guarantee that priority sectors have the critical skills they need. It

also aims to give low-income individuals who want to work but lack the

requisite education access to short-term, inexpensive education

(Madriaga, et.al 2016).

Every Filipino wants to complete their tertiary degree in order to

better their quality of life. However, in the creative profession, showing

your talents, output, and meeting deadlines is more important than the

quantity of credentials or certificates you earned in school.

Additionally, employers are willing to recruit recent high school

graduates, but most will only do so if they have successfully completed

the training phase before employing them on a full-time or regular

basis. Both the business and the employee who hopes to remain with

the company for a long time gain from this on-the-job training (Cabrera

2020).

In contrast to the rest of Asia, which is facing a shortage of

competent workers, the Philippines is in a unique situation (TESDA

2016). This indicates that the nation produces more graduates for the

industry than the majority of other nations. However, according to the

same assessment, tourism course curricula are inconsistent with

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worldwide service standards, which means that graduates frequently

find themselves in low-paying jobs (Sumaya,et.al 2023).

Information from family members or coworkers was the most common

way to find employment opportunities. 57% of respondents said their

current job was highly related to training, while 7% said it was

unrelated. The most common reason given for why a job was irrelevant

to training was the lack of opportunities for specialized work. The most

valuable skills for doing a job were thought to be communication,

problem-solving, and entrepreneurial abilities. The ability to employ

newly acquired knowledge and abilities was the most often cited factor

contributing to 57% of respondents' job satisfaction. Low pay was the

source of job unhappiness; in addition to their skills, some graduates'

interest in becoming Tech-Voc grads was the reason they were hired.

wasn't their area of expertise; instead, they engaged in employment

(Deogracias, et.al 2019).

In the Philippines, TVET produced significant results and

accomplishments, as well as the establishment of pertinent standards.

The employment of TVET graduates, the enhancement of their

industry-required skill set, and a more defined policy direction for the

nation's TVET implementation were all made possible by these

strategic efforts (Edralin,et.al 2023).

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Since the creation of the Philippine Qualification Framework,

technical education and vocational training (TVET) has been a crucial

tactic for increasing the employability of the Philippine labor force and

lessening the divide between skilled and unskilled workers as well as

between graduates who are employed and those who are not. For

Indigenous People in the Philippines, this study creates a competency-

based TVET framework or working model. In order to discover and

incorporate theoretical and culturally relevant disciplines into the

curriculum design of education and skills training for indigenous

peoples, TVET curriculum developers and policymakers will use it as an

intervention paradigm. In contrast to the current TVET program, it will

be a new framework (Gangoso, 2023).

According to TESDA, its responsibility is to guarantee the

employability of the high school graduates and youth who are not

enrolled in school through skill development. The impoverished are the

primary focus of their training initiatives. TESDA has been generating

millions of graduates annually and achieving a 63.5 percent

employment rate for the 2011–2013 timeframe. The organization

searches looking forward to a rise in its graduates' employment rate by

2015. (E.A Co,2015).

The graduates took a contract or provisional work status with an

average monthly salary ranging from Php 5,000.00 to Php 15,000.00

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less than a month after graduation and continued to do so for up to six

months. the position due to pay and benefits, and it is associated with

their course of study. After graduation, the graduates find that the

skills of critical thinking, problem-solving, effective communication,

and human interactions are highly helpful.(Pardo, et.al 2019).

According to (Gaddi,2024). Among senior high school graduates, the

most important learning competencies in SHS and the curriculum's

(performance requirements) relevance to contemporary endeavors are

highly regarded. It demonstrates that the institution's outcomes,

competencies, and standards are evident and applicable in higher

education, employment, and entrepreneurship.

Countries are under pressure to remain competitive in order to

survive due to the quick speed of globalization. As a result, human

resources can move freely across nations. Although it presents a

significant obstacle to the Filipino workforce's ability to survive in the

global economy, it also presents a number of opportunities. In order to

guarantee that there are workers of the proper caliber and quantity for

occupations that are made accessible at any given time, this challenge

drives for the ongoing growth and replenishment of workforce.It also

calls for improved technology development and labor market

intelligence. Finally, it promotes the transition of the Filipino workforce

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into one that is knowledge-based and flexible enough to adjust to

changing occupations and skill sets.(SYJUCO,2006).

According to (Viray, et.al 2020) Employers and higher education

institutions disagree on the skills and talents a graduate has to have in

order to find employment in today's more globalized environment. This

disconnect has raised a number of issues. Numerous worries have

been raised over this gab. stated that employers want graduates who

are educated rather than trained, and they want them to be well-

rounded, intelligent individuals who can apply themselves, take

responsibility, and grow in their role within the company. They also

want graduates who will fit into the position they need.

Graduates' academic preparedness gives them greater work

chances and a wider range of employment options in a fiercely

competitive global marketplace. In order to make the program more

responsive and relevant to the needs of the students and industry

standards, it is advised that the curriculum be reviewed periodically

and that professors' capabilities be continuously developed. Graduates

apply their acquired competencies, particularly in the enhanced

academic profession, to their personal and professional growth (Dela

Cruz,2022).

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No country can develop beyond the amount of money it spends on

education. Intentional investment in technical and vocational

education, which can transmit skills, technical competences, scientific

knowledge, entrepreneurship, and self-reliance, is crucial for the ideal

development that will place her on level with equals worldwide.

(Lundberg,et.al 2006).

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Chapter II

Methodology

Research Design

The Ilocos Sur Community College TechVoc programs completion

rate, employment status, income level, and work satisfaction with all

be examined in this study using descriptive-correlational research

methodology. Correlational analysis will be done to ascertain and

direction and degree of the link between variables, and descriptive

statistics will utilize to characterize the respondent and their

employment outcomes.

With this design, Quantitative data can be correlated through

surveys and analysis between variables, but no cause-and-effect

relationship can be established.

Population and locale of the Study

All Ilocos Sur Community College (ISCC) graduates who

finished TechVoc programs administered by the Technical Education

and Skills Development Authority (TESDA) comprise the cohort for this

tracer research.

The study is mostly being conducted in Ilocos Sur, Philippines.

Nonetheless, attempts will be made to contact graduates who have

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moved to other areas in order to gather data. To examine the

geographic distribution of employment opportunities, the precise

places where graduates are now working will be noted.

Using a stratified random sample technique, 125 respondents

were included in this study throughout the course of five academic

years, from 2012 to 2016.

Population and Locale of the Study

Sample Distribution by Academic Year

Academic Year Number of Respondent

2011-2012 25

2012-2013 25

2013-2014 25

2014-2015 25

2015-2016 25

Data Gathering Procedure

For this project, an organized questionnaire will be the main method of

collecting data. The survey will be broken up into sections.

Part I: Respondent Profile- In this area, demographic data

including age, gender, place of residence, and educational background

will be gathered.

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Part II: Research Variables: Inquiries about employment status,

salary level, job satisfaction, curriculum relevance, and acquired skills

and competences will all be covered in this section.

Data Collection Process

1. Instrument development: The goals of the study and the literature

evaluation will guide the creation of the questionnaire. To guarantee

its validity and dependability, it will go through expert content

evaluation.

2. To find any ambiguities or inconsistencies, a small group of

respondents will complete a pilot test of the questionnaire. The results

of the pilot test will inform any necessary revisions.

3. Information collection: A variety of techniques, including will be used

to deliver the questionnaire to the chosen group of ISCC TechVoc

grads.

 Online Surveys (Google Form)

 Face-to-Face interviews

 Mail surveys

4. Retrieval of Data: Completeness and accuracy of the gathered

questionnaires will be verified.

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Data Analysis

Quantitative Data analysis

For demographic variables (age, gender, etc.),employment status,

income level, work satisfaction, and other pertinent factors, descriptive

statistics compute frequencies, percentages, means, medians, and

standard deviations.

The Chi-Square test is used in inferential statistics to assess the

significance of differences in income levels and demographic

categories (such as age and gender) between them. The purpose of

correlation analysis is to assess the direction and strength of

relationships between variables including employment outcomes, skill

competencies, and curricular relevance. On the other hand, regression

analysis predicts employment outcomes based on a number of

predictor variables, including skills, demographic factors, and

curriculum relevance.

Qualitative Data Analysis

When analyzing qualitative data obtained from interviews and

open-ended survey questions, thematic analysis is used to find

recurring themes and patterns, whereas content analysis examines the

replies' content to pinpoint important concepts, ideas, and viewpoints.

Data presentation

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Clearly and succinctly presenting the quantitative and

qualitative findings using tables, charts, and graphs. Supporting the

findings with the relevant statistical test and p-value

Interpretation of Findings

Connect the results to the goals and questions of the study. Talk

about how the results will affect stakeholders in the industry,

policymakers, and educational institutions. Finally, identify any study

limitations and recommend topics for more research.

Ethical Consideration

The following ethical guidelines are followed in this tracer

investigation.

1. Informed Consent: Participants will receive information about the

study's goals, methods, and possible risks. Before they participate,

they will have the chance to offer their voluntary, informed consent.

2. All participant data will be kept private and confidential. Without

express agreement, personal information will not be disclosed.

3. Anonymity: To preserve participant privacy, the data will be

examined in an anonymous manner.

4. Beneficence: By offering insightful information about the efficacy

of TVET programs, the study hopes to assist participants, ISCC, and the

larger community.

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5. Non-maleficence: Every effort will be made to limit participant

harm during the study's conduct.

6. Justice: The research will guarantee that subjects receive just

and equal treatment.

The researcher will guarantee that the study is carried out in a

responsible and ethical manner by abiding by these ethical guidelines.

Data Categorization

Demographic Variables

 Gender: Male, Female, Prefer not to say

 Age: Categorize into age groups ( E,g, 18-24.25-30,31-35, etc.)

 Location: City, Municipality

 Socioeconomic Status: Low, middle, High (based on income and

educational level)

Employment Status

 Employed

 Self Employed

 Never Employed

Income Level

 Assign income brackets (below minimum wage, minimum wage

to twice the minimum pay, and above twice the minimum wage,

for example).

Job Satisfaction
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 If possible, use a Likert scale (1 being extremely unsatisfied and

5 being highly satisfied).

Curriculum Relevance

 Assess the graduates' perceptions of the TecVoc curriculum's

relevance to their present jobs using a Likert scale.

Skills and Competencies

 TecVoc-based categories for acquired skills (e.g., technical skills,

soft skills, industry-specific skills)

Career Paths

 Sort the graduate's career path according to their present

employment (e.g., self-employed, working in a similar profession,

working in an unrelated field, or continuing their education).

GRADUATE TRACER SURVEY

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(GTS)

A. General Information

1. Name: _______________________________________________

2. Permanent Address: ____________________________________

3. E-mail Address: ________________________________________

4. Telephone or Contact Number: ____________________________

5. Mobile Number: ________________________________________

6. Civil Status

Single Separated Widow or Widower

Married Single Parent

7. Sex

Male Female

8. Birthday

9. Region of Origin

Region I Region 5 NCR

Region 2 Region 6 CAR

Region 3 Region 7 ARMM

Region 4 Region 8 CARAGA

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10. Province: __________________________________________

11. Location

City Municipality

B. EDUCATIONAL BACKGROUND

12. Educational Attainment TechVoc Program)

TechVoc TVI School Year Graduated Honors or Awards

Program
Specializatio
n

12. National Assessment

Name of Examination Date Taken Result of assessment

(NC Level of Assessment)

II. EMPLOYMENT DATA

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1. Are you presently employed?

Yes No

2. If yes please answer the following:

3. What is your Current Job Title?

____________________________________________________________

4. What is the name of your current employer?

____________________________________________________________

5. How long have you been working at your current job?

Less than a month. 1 year to less than 2 years.

1 to 6 months. 2 years to less than 3 years.

7 to 11 months. 3 years to less than 4 years

Other please specify: _________

6. Monthly income on your current job?

Below Php 5,000.00.

Php 5,000.00 to less than Php 10,000.00.

Php 10,000.00 to less than Php 15,000.00.

Php 15,000.00 to less than Php 20,000.00.

Php 20,000.00 and above.

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7. If self-employed, what skills acquired in TechVoc program were you

able to apply in your work?

8. ____________________________________________Present occupational

(Example: Sales agent, Farm worker, Farm Technician, Feed Technician,

Office clerk, Chemical Technician, Farm Consultant)

______________________________________________

8. Major line of Business of the Company

Agriculture, Hunting and Forestry

Fishing

Minning and quarrying

Manufacturing

Electricity, Gas and water supply

Construction

Wholesale and retail trade, repair of motor vehicles,

motor

cycle and personal and household goods.

Hotel and Restaurant

Transport storage and communication

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Financial intermediation

Real estate, renting and Business activities

Public Administration and defense: Compulsory social

security.

Education

Health and Social work.

Other community, social and personal services activities.

Private household with employed person

9. Place of work

Local Abroad

10.Is this your first job after graduating TechVoc program?

Yes No

If No proceed to question number 29

11. What are your reason’s for staying on the job? You may check (√)

more than one answers,

Salaries and benefits.

Career challenge.

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Related to special skills.

Proximity to residence.

Other reason(s) please specify: _____________________________

12.What were your reason(s) for changing job? You may check (√)

more than one answer.

Salaries and benefits.

Career challenge.

Related to special skills.

Proximity to residence.

Other reason(s) please specify: ___________________________

13.How long did you stay in your first Job?

Less than a month. 1 year to less than 2 years.

1 to 6 months. 2 years to less than 3 years.

7 to 11 months. 3 years to less than 4 years.

Other please specify: ______________

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14.How did you find your first job?

Response to an advertisement.

As walk-in applicant.

Recommended by someone

Information from friends.

Others, please specify: __________________

15.Job Level Position 15.1. First Job 15.2. Present Job

Job Level

Rank or clerical

Professional, Technical or

Supervisory

Managerial or Executive

Self Employed

16. What is your initial gross monthly earnings in your first job after

graduated In TechVoc program from ISCC?

Below Php 5,000.00.

Php 5,000.00 to less than Php 10,000.00.

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Php 10,000.00 to less than Php 15,000.00.

Php 15,000.00 to less than Php 20,000.00.

Php 20,000.00 and above.

III. Job Satisfaction

How satisfied are you with your current job?

Likert Scale

Direction: Please indicate your level of agreement with the

following statement by selecting the appropriate number on the

scale below. Please Check (√ ) 0ne answer for each statement

5 4 3 2 1

Highly Satisfied Neural Unsatisfied Extremely

Satisfied Unsatisfied

General Job satisfaction 5 4 3 2 1

1.How happy are you with your current

position overall?

2.To what extent are you happy you’re your

present professional path?

3. How satisfied are you with your current

position?

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Job role and responsibilities 5 4 3 2 1

1. To what extent do you find your job duties

fulfilling?

2. Do you think your work makes use of your

skills and abilities?

3. How content are you with the degree of

difficulty at work?

4. Do you think your effort make a big

difference?

Work Environment 5 4 3 2 1

1.To what extent are you happy with your

workplace?

2.How pleased are you with the degree of

assistance you get from your co-worker?

3. To what extent do you find the

communication inside your company
satisfactory?

4. To what extent do you find the professional

development opportunities satisfactory?

Compensation and Benefits 5 4 3 2 1

1. To what extent do you find your pay and

benefits package satisfactory?

2. Do you think you’re getting paid fairly and

equity?

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Work-Life Balance 5 4 3 2 1

1. To what extent do you find your work-life

satisfactory?

2. Do you think you have enough time to

devote to your family and yourself?

Leadership and Management 5 4 3 2 1

1. How pleased are you with the way your

boss leads?

2. To what extent are you happy with the

assistance you receive from your boss?

IV. Curriculum Relevance

Direction: Please indicate your level of agreement with the

following statement by selecting the appropriate number on the

scale below. Please Check(√ ) 0ne answer for each statement

1 2 3 4 5

Strongly Disagree Neural Agree Strongly

Disagree Agree

Overall Relevance 5 4 3 2 1

1. How did your program's overall curriculum

relate to your present position or professional
path?

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Knowledge and Skills 5 4 3 2 1

1. How applicable to your current position

were the particular knowledge and abilities
you learned in your program?

2. Did you receive enough training to meet

the expectations and challenges of your
current position?

Specific Curriculum Areas 5 4 3 2 1

Core Courses

1.How applicable were your program's

foundational courses to your current position?

Elective Courses 5 4 3 2 1

1. How applicable were the elective courses

you choose to your current position?

Practical Experience

1. To what extent does your program's

practical experience-such as fieldwork,
internships, etc.-apply to your current
position?

Research and Analytical Skills 5 4 3 2 1

1. How much did your education help you

hone your analytical and research abilities,
which are applicable to your current job?

Communication and interpersonal Skills 5 4 3 2 1

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1. How much did your training help you

improve your interpersonal and
communication skills, which are important for
your current job?

Problem-Solving and Critical Thinking 5 4 3 2 1

Skills

1. What level of problem-solving and critical

thinking skills development did your program
provide that are applicable to your current
position?

Employer Perspective 5 4 3 2 1

Employer Satisfaction

1. How pleased are you and your employer

with the knowledge and abilities you gained
from your program?

Future Implication 5 4 3 2 1

Career Advancement

1. To what extent did your program aid in

your professional development?

Entrepreneurial Ventures

1. How applicable was your curriculum in

giving you the info and abilities you needed
to launch your own business?

17. List down suggestions to further improve your qualification

curriculum

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___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

Thank you for taking time out to fill-out this questionnaire,

Please return this GTS to your institution. Being one of the Alumni of

your institution, may we request you to list down the names of other

ISCC graduates under TechVoc program from academic year 2011-

2016 from your institution including their address and contact

numbers. Their participation will also be need to make this study more

meaningful and useful.

Name Address Contact Number

Please use extra sheet if needed.

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