Research-2.0.docx

Chapter 1 **THE PROBLEM** **Rationale and Background of the Study** Youth is that phase of life when they dream big, hope for best and look forward to a bright tomorrow. It is that phase when nothing seems impossible; they want to be successful and they believe they will. They feel they know exac...

Chapter 1 **THE PROBLEM** **Rationale and Background of the Study** Youth is that phase of life when they dream big, hope for best and look forward to a bright tomorrow. It is that phase when nothing seems impossible; they want to be successful and they believe they will. They feel they know exactly what they want from life and they believe they will get it. During these years, life looks bright and beautiful. They feel they can win the world. It is an important phase in life - youth - when they turn into someone different. Turning from a child to an adult is a transition - a big transition. There is added confidence, added responsibility, there is growth, and there is life - a new life. It is when they begin to understand themselves, discover their potential, know when opportunities knock their door and dream of only success. It is the time to reinvent themselves and redesign their personality. And that is where education has a big role to play. However, as more and more people recognize the value of education especially the value of the diploma in the market place, enrolments still exhibited minimal changes since SY 2010-2014 and remains far from the national target. The number of children deprived of education is rising steadily and drop-outs rates remain at high rate (School Dropout: Patterns, Causes, Changes and Policies, Ricardo Sabates, 2023). The number of students in the country who are not completing school is particularly alarming in today's society because there are few employment opportunities that pay living wages and benefits for those who have neither completed a high school education nor acquired necessary basic skills. Youth who drop outs are more likely than the others experience negatives outcomes such as unemployment and underemployment. Youth who lack education or skills faces significant challenges. Young people who do not complete high school face many more problems in later life than do people who graduate. While national leaders demanded that school, communities, and families make a major effort to retain the students especially with the new K-12 program, the drop-out rate remains high (The Millennium Development Goals Report 2013). Out-of-school youth (OSY) are a vulnerable population with complex needs. Many face dim employment prospects and uncertain futures. When they will have families and their families would be hungry, they can become hardcore criminals. According to the National Statistics Office, poverty is stated as the primary contributor to the high growth of OSY but given that low education as the precarious employment contribute to poverty the OSY phenomenon largely occurs among the poor which is a difficult trend to escape. Population growth is another important trend that increases the number of OSY. High population growth causes increasing stress to the educational system. Of The World Bank study indicated that economic conditions, social conditions of the family, and personal qualities all contribute to the high prevalence of the OSY in the Philippines. Other negative influences like family conflict, disability, lack of interest, and peer pressure also contribute to drop-out rates. While there is no single system that provides service to the OSY, many systems can play a better role in addressing their needs, including the public education, workforce, human services, juvenile justice community and faith-based sectors. Department of Education's recent project like the alternative learning system, feeding programs, and the "no collection policy" are primarily intended to make sure that school children are able to enrol and stay in school. The OSY situation is a social and economic issue that must be addressed if the Philippines want its human resources to be tapped for development. One of the most serious and longstanding problems of the Philippines is providing adequate employment opportunities for its young men and women. Even in times of strong economic growth, unemployment and underemployment remains a significant problem for people in the Philippines, and especially younger people. Employment is an integral factor in providing a sense of purpose, direction and self-esteem necessary to the overall physical and mental health of an individual. Youth unemployment and the difficulty of transiting from school to work has been a persistent and significant problem not just in the Philippines, but throughout the Southeast Asia and the Pacific region. A number of policy and programme initiatives have been introduced to address youth unemployment problems including provision of labour market information, skills training and upgrading, online job-matching, nurturing of entrepreneurship skills, etc. All these initiatives benefit from the political will of different stakeholders and often require large sum of money (usually taken from national budget appropriations where they have to compete against other urgent priorities) as well as human resources and the energy to sustain each initiative. Despite all these programmes, the problem of youth unemployment persists. In order to ensure these initiatives, programmes, and reforms impact on young people and their lives in a positive and tangible manner, there is a need for a greater understanding of the nature of the environment that such initiatives are designed to address. As well as understanding the dynamics of the labour market, an important first step is to know the current profile of young people entering the workforce for the first time. The researcher conducts this study as a response to that need in analyzing the real situation of the out-of-school youth to in Barangay Bani : their needs, aspirations, and constraints, and working preferences so that officials and social workers can target and prioritize particular youth groups in greatest need, better address the problems they face and craft value-for-money solutions, measures, and/or youth investment options. **Statement of the Problem** The research study aimed to identify the work preferences of the out of school youths in Barangay Bani, Bayambang, Pangasinan. Specifically this study sought to find answers to the following questions: 1\. What is the profile of the out-of-school youth in terms of: a\. Age, b\. Gender, c\. Civil Status, e\. Educational attainment? 2\. What are the work preferences of the out-of-school youth in Barangay Bani? 3\. What program can be proposed to address the needs of the out-of-school youth? **Significance of the Study** The result of this study is significant to following: **To the out-of-school youths** As subject of this study the result of this research will serve as their voice about their complex needs especially in terms of employment. **To the parents** It will help them better address the problems their child is encountering. **To the local government** It will help them to analyse the real situation of the out-of-school youths, their needs, aspirations, and constraints, and working preferences so that officials and social workers can target and prioritize particular youth groups in greatest need, better address the problems they face and craft value-for-money solutions, measures, and/or youth investment options. **To the future researchers** This will be very helpful for them because they can use as their guide for their research problem and also they can think more ideas that will make their research best. **Scope and Delimitation of the Study** The research focused on work preferences of the the out-of-school youth of Barangay Bani in the year 2014-2015.This includes all the out-of-school youth in Barangay Bani. **Definition of Terms** To establish a uniform understanding of the interpretations, the following terms are defined operationally: **Profile-** It refers to the general pictures of the out-of-school youths in terms of age, sex, civil status, special skills, educational attainment, family monthly income and parents' occupation. **Out-of-School Youths-** they refer to the 83 individuals living in Barangay Bani, married or unmarried, whose ages are between 13 to 21 and who have previously attended and now **Working-preferences-** it is the work or job that the out-of-school youth choose to have. Chapter II **REVIEW OF RELATED LITERATURE AND STUDIES** This chapter presents concepts and findings of different studies conducted which have bearing on the present investigation. This provides a background in the point of departure of the study. **Related Literature** Out of school youth means having a vulnerable people who have needs. Nobody can deny the hard fact that education is an extremely important factor for bringing change in the lives of individuals. It has universally been recognized as the most powerful instrument and pre-requisite for gearing up the socio-economic development of a nation. In fact, it can be said that it is a pre-condition for the overall up-lift and welfare of a nation. This is why investment in education is considered to be so vital for human resource development and the enhancement of the quality of manpower. The history of humankind, in general, and that of developed nations of the worked, in particular, is replete with the precedents, which establish the fact that a certain level of literacy in population is an essential pre-requisite for precipitating the process of development in a country. The segment of society that plays the most active part in the socio-economic development of any country/region consists of the adolescents. It is clear that the composition and characteristics of this most crucial part of population goes a long way in expediting the process of national development and influencing the policy makers and planners in their planning and decision making for the future. In this way, the adolescents act as a sort of a "pressure group" that exerts a far-reaching impact on the process of educational planning as well as on the other developmental activities of the country. Out-of-school youth are a vulnerable population with complex needs. Many face dim employment prospects and uncertain futures (Brown, 2010) If the size of the out-of-school youths is an indication of unemployment, then it is an indication of poverty in general. Therefore, the strategy against the problems of unemployment and or poverty is precisely the strategy towards the solution of the out-of-school problem. Thus the problem of the out-of-school youths cannot be isolated from the rest of the problems of the country, because the youth themselves do not exist in isolation from the problems of society. Youth's problems must have the capacity to solve interrelated problems and must have long-term solutions. It should also be the common integral concern of the government and non-government organizations, the community, and the youths themselves (Smith 2010). Youth need to be central to policy on economic development, especially when a long-term view is taken. They certainly cannot be ignored, or treated as passive non subjects. Young people are people, and they make choices with long-term consequences in the presence of institutions they did not create (Powlick, 2011). Non-formal education or extension services for the community shall be recognized and credited as part of the curriculum. A system of recognition, such as the awarding of certificates of proficiency to individuals meeting the requirements of short term non-formal courses shall be worked out (Navarro, 2009) Youth trust will develop products, resources, and networks in collaboration with young people. The belief in the positive contribution of young people can make society better, given the opportunity and trust to do so (Sully, 2013) United Nations International Children\'s Emergency Fund (2011) listed some of the reasons why so many children might not be able to attend school. Poverty: Families may have difficulty affording school fees or the cost of uniforms, or may need and children to work to contribute to the family income. Safety: Families may keep their children at home if they feel the journey to school is too long or that it\'s dangerous to walk to school alone. They may also be worried about bullying, sexual harassment or violence, especially for girls. Local traditions: In some countries, families place more emphasis on the education of boys, and may not believe it is important to send their daughters to school. Girls may also be forced to marry young, drop out of school, and dedicate themselves to housework. Emergencies: Conflicts, economic crises and natural disasters prevent millions of children around the world from getting an education. Sage (2011) stated top ten reasons why there is out of school youth here in the Philippines. (1) Incapable government, the sovereign Filipino people of the Philippines Government does not have the ability to give a good and standard education. Where funds for new projects that would provide the learners a good habitat for learning is being deprive from them because of the rampant corruption of its officers. The Government are trying their best to give the needs of the students like books, classrooms and a teacher that would facilitate the learners, but this is not good enough for the people need a Government that is not deaf enough to hear the cries of children being squeeze into tiny classrooms and having a booming population of more than 70 plus students. We need a Government who is not blind to see teachers leaving the country looking for greener pastures and teachers who are teaching in different levels at the same time but with less books. This is the sacrifices and long suffering of Filipino people. The Government have already demolished already our right for a better education therefore the Government of the Philippines needs a quick change of its wrong system of governing its nation. (2) Poverty, even the education is free, many Filipinos cannot afford still to go to school because of the lack of essential needs like bag, notebooks, paper, writing materials etch. We cannot really deny the fact that the Philippines is a third world country where poverty is rampant and the hardships of life is in one package deal already. To very poor people they cannot even afford to eat three times a day that\'s why it is more important for them is food rather than investing for the education for their children. (3) Unsupportable parents, what are the qualifications of unsupportable parents; one is they are the anti-motivator they don\'t motivate their children to go to school instead they are manipulating their children not to go to school. This Parents don\'t give any moral support like, "bakit ka pa kasi nag-aaral imbes tumulong ka dito sa bahay o sa bukirin" In English term "why do you go to school instead of helping us here in the house or in the field" and lastly even though how eager the child would want to go to school, his/her parents will not give any financial support and the child cannot do anything about it. (4) Bad peer pressure, some common reasons why children, and teens drop out are there bad peers. (5) Bad vices, vice is a practice or a habit considered immoral, depraved, and/or degrading in the associated society. Vices are like bad habits or addictions that are always considered as too much for a person. This is an issue that most high school drop-outs even in elementary are addicted on this vices like drinking liquors, smoking, drug addiction, bad peer pressure even addiction in computer games can cause a drop outs in certain schools where it will lead to out of school youths who are a becoming an additional burden to our society. (6) Distant parents, these is a good example for Over Seas Filipino Workers (OFW), OFW parents do distant parenting strategies. Which is not effective, said by Alvin Ang of the University of Santo Tomas working as a cites economist. "Amid the tide of a nationwide rise of drop-outs and the slump of kids' school participation and cohort survival, Ang rides against the commonly-held belief that distant parenting strategy doesn't work".(by the article of Luis Carlo S. Liberato Feb. 24. 2011). With this drop-outs more and more young Filipino get out of school and the distant parents do not have any idea that there children are already in the wrong path. (7) Child labor, child labor refers to the illegal employment of children below 18 years old in hazardous occupations. Under-age children are being forced to manual labor to help their families mainly due to poverty. About 2.06 million children all around the Philippines are compelled to do labor, such as in crop plantations, mining caves, rock quarries and factories. Child labor has many ill effects in children who are supposed to be in the environment of a classroom rather than roaming the streets and risking every chance, time and time again, to earn enough money. Although most do get the privilege of education, most end up being drop-outs and repeaters because they are not able to focus on their studies. Because of child Labor, children suffer from malnutrition, hampered growth and improper biological development. (8) Bad environment, the environment of the learner has also an impact because students are discourage to go to schools because of terrorism like in some parts of Mindanao where class days are being stop for the fight between the soldiers and rebels adding to that is the kidnapping of teachers. (9) Teacher factor, some teachers in rural areas have an unruly attitude, who does not care if there students are coming to school or not whether they are teaching the right thing or not who always mocks punish children without any reason. These teachers are already considered incapable or ineffective teachers that only care of their salary and not to his/her students. (10) Laziness, is the noun for lazy which mean the lack of desire to do something. Laziness can be aroused because of the entire factor which was mentioned above where students are becoming lazy because of the lack of motivation that keeps them going. Out of 100 school age kids: 90 enrol in Grade 1; 40 graduate high school; 21 go to college; 12 graduate college; and only 1 is employed. These statistics don't paint an optimistic outlook for the long-term sustainability of the country, and until perhaps two months ago, I would have agreed that things look a bit grim. The out-of-school youth is potentially one of the most neglected groups in the country and most thinly spread in Non-Governmental Organizations or government organizations. Organizations are focused on other groups that are apparently in more immediate need or in more imminent danger. So this group, aged 18-25 years, who are for all intents and purposes legally adults, are left drowning or clutching at straws for life opportunities with poor academic records to offer the work market. The OSYs know their reality, perhaps they have known since they were children that their dreams may not be fulfilled and they, like their barkada, will join the circle of poverty like their parents before them. "If you asked me how do I see the state of the out-of-school youth in the Philippines? I see a group of young depressed men and women, desperately needing inspiration, and an opportunity to better their lives" (Rivera, 2012). Local Government Units (LGUs) and None Governmental Organizations (NGOs) do provide support and courses for the out-of-school youths yet the pressure upon these young people are multi-lateral; poverty -- education maybe free but some of the basic costs such as transportation or even a notebook are too much for most; child labor -- it is often necessary that every member of the family contributes to its subsistence; bad peer pressure, bad vices, distant parents, poor teaching, or even laziness are all factors that, for the young mind, can dampen their aspirations and potentials to the point that they give up (Sicat, 2010). Society with a specific focus on the private sector can change the life opportunities of the out-of-school youth. For the most part, society can harshly misjudge the out-of-school youth as lazy, with no hope. The private sector is a pivotal component in the development of the out-of-school youth within Filipino society. Business can be used as a tool for development, and when partnered with education, they form an unbeatable force for positive change, not only for the individual and their community, but also for wider society (Bautista, 2012). Social entrepreneurship and social enterprises have been exploding across the globe and according to Nicholls in his book, "Social entrepreneurship: New models of sustainable social change" (Nicholls 2006), within Europe alone, more than 3.5 million jobs are provided by social enterprises. Aurora Representative Sonny Angara said that the Philippine economy will benefit from out of school youths if special technical, vocational and skills centers would be established for the sector. Angara, according to a report on Radyo Inquirer 990AM dated February 11,2013, said there are three million out of school youths that should be trained to become useful citizens. Angara is the author of House Bill 2840, which mandates the establishment of at least one technical and skills training center for each province. The center shall prepare and enhance the skills and capacity of out of school youths, aside from determining the skills demanded by the domestic market. The government should analyze the real situation of the youth today in their locality: their needs, work preferences, aspirations, and constraints, so that officials and social workers can target and prioritize particular youth groups in greatest need, better address the problems they face and craft value-for-money solutions, measures, and/or youth investment options. Department of Interior and Local Government (DILG) secretary Mar Roxas in his strongest words stated the following during the National Pag-Asa Youth Associations of the Philippines Convention: "There are a lot of things you can learn outside of the school. These are crafts which you can learn by yourselves. Strive for excellence in those crafts which you have learned. This country will never grow if none of us will strive for excellence. No doubt, our country is very rich in resources. But the "richest" is our human resources, you the youth. Whoever you are, whether in or out-of-school are indeed the hope of this country" **RELATED STUDIES** **Foreign Studies** According to the study of United Nations Educational Scientific And Cultural Organization (UNESCO), as of 2012, 31 million primary-school pupils worldwide dropped out of school. An additional 32 million repeated a grade. In the sub-Saharan, 11.07 million children leave school before completing their primary education. In South and West Asia, that number reaches 13.54 million. While girls are less likely to begin school, boys are more likely to repeat grades or drop out altogether. According to UNESCO, 61 million primary school-age children were not enrolled in school in 2010. Of these children, 47% were never expected to enter school, 26% attended school but left, and the remaining 27% are expected to attend school in the future. Children living in a rural environment are twice as likely to be out of school as urban children. Additionally, children from the wealthiest 20% of the population are 4 times more likely to be in school than the poorest 20%. In developing, low-income countries, every additional year of education can increase a person's future income by an average of 10%.Children who are born to educated mothers are less likely to be stunted or malnourished. Each additional year of maternal education also reduces the child mortality rate by 2%. Women with a primary school education are 13% more likely to know that condoms can reduce their risk of contracting HIV/AIDS. An education can help decrease the spreading of this virus by promoting safer sexual practices. 53% of the world's out-of-school children are girls and 2/3 of the illiterate people in the world are women. Education empowers women to make healthy decisions about their lives. For example, women in Mali with a secondary level education or higher have an average of 3 children, while those with no education have an average of 7. The study of Dr Trudie Frindt (2010) entitled "Preparing out-of-school youth for work: A Namibian case study" indicates that most employers were paying some attention to developing the employability skills of the young workers. Suggestions were made by both employers and young workers in the case studies as to how employability skills could be developed more effectively by means of formal training workshops. Robert I. Lerman (2011) of American University & Urban Institute conducted a study about the effectiveness of Programs to Support Out-of-School Youth. The result of the study indicated that Programs must have the potential to achieve genuine improvements in career outcomes to attract the high and sustained levels of youth participation and commitment required for success. The key to achieving these goals is to make sure that both participants and employers become highly invested in the programs. Employers must see how their involvement can improve the productivity of their workforce at the same or reduced costs. Youth participants must have confidence that working hard in the program and after the program can yield long-term success. In addition, counseling or mentoring must be available to help at-risk youth deal with intermittent barriers without weakening their commitment and participation in the program or on the job. The investigator came across one foreign study by Coombs and Ahmed (2011) who gave some tentative answers to questions asked about rural development and non-formal education program. They analysed in a certain situation what is mostly applicable to the Philippine country side involving the importance of attending to the out-of-school youths as non-formal education clientele. They came up with the possibilities that the far reaching transformation of the social and economic structures, institutions and processes in the rural areas should be the directed to development. Among the goals should be generation of new employment, more equitable distribution of income, widespread improvement in health, nutrition and housing, greatly broadened opportunities for all individuals to realize their full potential through education, and a strong voice for all rural people in shaping the decision that affect their lives. Albert E. Gollin (2010) conducted a study on the effects of U.S. technical training assistance for the other countries. It was found out in this study that the knowledge of the people were selected as their preparation for their training. The program sequences through which they moved is essential in defining the character of the enterprise. Age was revealed to have a strategic value as an attribute of participants due to its association with other aspects of their status. Younger trainees tended to have less experience with their work specialities and were lower in occupational status. Kristen Maeve Powlick (2011) in her desertion entitled "Out-of-School Time Programs for Low-Income Youth in New York State" found out that Out-of-School Time Programs (OSTP) build capabilities and social capital of the youths in New York and it contribute to economic development at the community level and in the long-term. Struss (2012) in his study of the "Personal Characteristics of Functional Needs in Farming as an Occupation" found out that children from low income class have occupational choices different from high income families. Taylor (2010) in his study of vocational interest found out that most of the youth choose vocational skills or the suggestions and influence of parents and relatives. **Local Studies** Sixteen percent of the estimated 39 million Filipinos 6 to 24 years old are Out-of-School-Youth (OSY), according to the results of the 2010 Annual Poverty Indicators Survey (APIS). In this report, OSY refers to family members 6 to 17 years old who are not attending formal school and family members 18 to 24 years old who are currently out of school, not gainfully employed and have not finished college or post-secondary course. Among the regions, Autonomous Region in Muslim Mindanao has the highest percentage of OSYs of about 24 percent of the population aged 6 to 24 years, followed by Davao (19%) and Caraga and Central Luzon, with 18 percent each. Cordillera Administrative Region has the lowest percentage of OSYs (10%). The proportion of OSYs among females is higher than among males (17% and 14%, respectively) One-fifth of the total OSYs belong to the bottom 10 percent per capita income stratum. The reason for not attending varies by age and sex of OSY. Among OSYs who are 6 to 12 years old, lack of personal interest and too young to go to school are two leading reasons, for both males and females. Lack of personal interest is also the commonly cited reason for OSYs who are 13 to 17 years of age, followed by high cost of education. For OSYs aged 18 to 24, looking for work was also cited as a main reason among males, and marriage, among females A study by Jamias (2010-2011), on the problems of the out-of-school youths was made of 30 out-of-school youths within the ages between 6 to 17 years in the District of Sampaloc, City of Manila. They revealed that the parents of the out-of-school youth did not encourage their children to go to school as they themselves has not gone far in school. As regards to mass media, out-of-school youth were fond of reading comics and magazines. In indicating reason for leaving school, economic problem was the most crucial and such problem was seen both parents and youth mainly as lack of education. Added to such problems were the congested and poor conditions of the homes, the parallelism between the child and parents' opinion on the advisability of schooling, the kind of recreational activity indulged in by parents and their children, and the general opinion concerning assistance from social institution, all of which were also major reasons for leaving school. A study by Nguyeri (2012), on the underlying causes of the out-of-school youth phenomenon found out the existence of any relationship between family influence and the out-of-school youths educational background, his occupational history and his general aspirations. The outcome revealed that almost all out-of-school youth respondents came from families with large households sizes, low total monthly income, big number of children. The study farther shows that the occupational aspirations of these out-of-school youths are similar to that of their parents own occupational aspirations. A study conducted by Cariaga (2012) in Paluig, Zambales. It analyses the characteristics, desires, aspirations, and problems of the out-of-school youth and determined the relationship between aspirations and some variables like sex, parents, educational attainment, and average monthly income. The outcome revealed that most of the out-of-school youth were males who came from big-sized families with low educational attainment and have few special skills. A study of Flores (2010), on rural out-of-school youths conducted in Lucban, Quezon found out that most of the out-of-school youth came from large families, with low income, low educational attainment, and low occupational status. Their occupational aspirations were mostly vocational and technical training. Ferrer and Rivera (2011) likewise attempted to determine the employment status of the rural out-of-school-youths as well as their occupational and educational aspirations and their vocational training needs and plans. They reported that the respondents spent much of their time among household chores, farm work, and helping in the business. The occupations most of the youth aspire were specialized terminal courses. Trades and industrial education like tailoring, dressmaking and auto mechanics were found out to be most wanted. According to a study by the National Youth Commission (2010), six out of 10 youths say they would like to go back to school if given the chance. **Synthesis of the Related Studies** The reviewed literature and studies are similar with the present study because they all focused on the problems why there are out-of-school youth, the programs to support the out-of-school-youth and their work preferences. However, the differences lie mainly on the subjects/respondents used. Chapter III **METHODOLOGY** This chapter provides the reader a picture on how the researcher undertakes the study. It describes the subjects of the study, conceptual framework, the research design, the data-gathering procedure, the data gathering instruments and statistical treatment of data This study was conducted in order to assess the working preferences of the out-of-school work in Barangay Bani. To be able to gather the necessary data, the researcher utilized the descriptive method, using both qualitative and quantitative approaches. Herein, the total population of out-of-school-youth in Barangay Bani are the respondents. The questionnaire-interview methods were the research instruments used for the data-gathering. The credibility of findings and conclusions extensively depend on the quality of the research design, data collection, data management, and data analysis. This chapter will be dedicated to the description of the methods and procedures done in order to obtain the data, how they will be analysed, interpreted, and how the conclusion will be met. This section is to justify the means in which the study was obtained and will help in giving it purpose and strength as it will then be truthful and analytical. All these will help in the processing of the data and the formulation of conclusions. Specifically, this chapter will cover the following: the conceptual framework, research design and method, the respondents or subjects and locale to be studied, the data gathering instrument, statistical treatment and the data analysis. These will be presented below. **Conceptual Framework** The conceptual framework of this study explains the profile of the out-of-school youth, their work preferences, and the relationship between the profile and work preferences of out-of-school youth in Barangay Bani. **Input Process Output** Figure 1 Conceptual Paradigm **Research Design** This study utilized the descriptive method of research. As widely accepted, the descriptive method of research is a fact-finding study that involves adequate and accurate interpretation of findings. Descriptive research describes a certain present condition. Relatively, the method is appropriate to this study since it aims to know the working preferences of the out-of-school-youths. The technique that was used under descriptive method is the normative survey approach and evaluation, which is commonly used to explore opinions according to respondents. The survey is appropriate in this study because it enables the researcher in formulation of generalizations. Specifically, two types of direct-data survey are included in this study. These are questionnaire survey and interviews. Interviews with researchers were conducted to provide further insight about the results of the survey. The direct-data type of survey is a reliable source of first-hand information because the researcher directly interacts with the participants. The questionnaire survey respondents were given ample time to assess the working preferences of the out-of-school-youths in Barangay Bani. The purpose of employing the descriptive method is to describe the nature of a condition, as it takes place during the time of the study and to explore the cause or causes of a particular condition. The researcher opted to use this kind of research considering the desire to acquire first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study. According to Creswell (1994), the descriptive method of research is to gather information about the present existing condition. Since this study is focused on the working preferences of the out-of-school youths, the descriptive method is the most appropriate method to use. Two types of data were used: the primary and the secondary data. The primary data were derived from the answers respondents gave in the self-administered questionnaire prepared by the researcher. In addition, the information obtained from the interview also provided primary research data that supported the study. The secondary data on the other hand, were derived from the findings stated in published documents and literatures related to the research problem. These were based from the recent literatures related to the working preferences of the out-of-school youths in Barangay Bani and the concepts cited by the respondents. In terms of approach, the study employed both qualitative and quantitative approaches. The quantitative approach focused on obtaining numerical findings was used with the survey method. The interview on the other hand, made up the qualitative approach of the study as this focused on personal accounts, observations, description and individual insights of the respondents. This study employed the combined approach so as to overcome the limitations of both approaches. **Subjects and Locale of the Study** The number of respondents was selected based from the total number of out-of-school youths in Barangay Bani that served as the criterion in determining the respondents that involved in the study. A total of 83 out of school youths comprised the respondents. Forty-seven (47) or 57% are males and Thirty-six or 43% are females.  Figure 2 Locale of the Study **Data Gathering Instrument** Direct-data survey in the form of questionnaire was used in gathering the data. Direct-data survey aims on collecting pertinent data about technical analysis. Accordingly, direct-data survey is used to reveal the status of some phenomenon within an identified class of people, organisations, or regions at a particular time through questionnaire and interview to directly collect information (Brubaker & Thomas, 2000). The aim of the study is simply to obtain profile of the out of the school youths in Barangay Bani that is why direct-data survey in the form of questionnaire was used in the study. **Data Gathering Procedure** In Gathering the data needed in the research study, the researcher first sought the permission of the Barangay Captain. Second, the researcher personally administered the questionnaire-interview to the house of every out-of-school youth. After the researcher retrieved the questionnaires, the data gathered was tabulated and tallied based on the frequency of each degrees. Frequency count and percentage was used to analyse the data. The study was conducted within the months of February and March, 2015. **Statistical Treatment of the Data** Summation of frequency in each question and degree preferences was determined from the tally, after getting the summation frequency, the researchers obtained the percentage of each degree preferences for each question. The researcher decided the summation of frequency in each question by the total number of respondents to be followed. Summation of frequency and percentage was used to answer sub-problem 1 and sub problem 2. Summation of percentages is used to determine the proportion of a to a whole part such as given respondents in relation to the entire population. Summation of frequencies and percentage was used because study just sought to find the working preferences of the out-of-school youth. **P= (F/n)100** P= percentage F= frequency of respondents N= total number of respondents Chapter IV **PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA** This chapter includes the presentation, analysis and interpretation of the data gathered through the use of questionnaire. This study was intended to determine the working preferences of the out-of-school youths at Barangay Bani, Bayambang, Pangasinan with ages ranging 13-21 years old. The data gathered from the respondents were arranged and sorted in tabular forms. Each table presented was analysed and interpreted in this chapter with a descriptive explanation of the data to provide answers to the problems of this investigation. **The Out-of-School Youth's Personal Profile** The personal profile of the out-of-school youths in Barangay Bani, Pangasinan includes the age, gender, and civil status. **Age** For the purpose of the study, the out-of-school youths who were presently residing in Barangay Bani falling within the 13 to 21 years old bracket were the respondents in the questionnaire given. Table 1 shows the distribution of the respondents according to their age. **Table 1** **Number of OSY according to Age** **n=83** +-----------------+-----------------+-----------------+-----------------+ | **Age** | **Frequency** | **Percentage** | | +=================+=================+=================+=================+ | **Early | **Late | | | | Adolescent** | Adolescent** | | | | | | | | | **(13-16)** | **(17-21)** | | | +-----------------+-----------------+-----------------+-----------------+ | 13 | | 8 | 10 | +-----------------+-----------------+-----------------+-----------------+ | 14 | | 10 | 12 | +-----------------+-----------------+-----------------+-----------------+ | 15 | | 5 | 6 | +-----------------+-----------------+-----------------+-----------------+ | 16 | | 10 | 12 | +-----------------+-----------------+-----------------+-----------------+ | | 17 | 9 | 11 | +-----------------+-----------------+-----------------+-----------------+ | | 18 | 15 | 18 | +-----------------+-----------------+-----------------+-----------------+ | | 19 | 11 | 13 | +-----------------+-----------------+-----------------+-----------------+ | | 20 | 9 | 11 | +-----------------+-----------------+-----------------+-----------------+ | | 21 | 6 | 7 | +-----------------+-----------------+-----------------+-----------------+ | **Total** | 83 | 100 | | +-----------------+-----------------+-----------------+-----------------+ Table 1 indicates that majority of the respondents at Barangay Bani fall within the age range of 17-21 which is 60 percent normally corresponding to college level age. There are 40 percent from the respondents belonging to ages 13 to 16 which correspond to high school level age. Probably the reason why there are more out-of-school youths in 17 to 21 brackets than in 13 to 16 years age bracket is that the parents may not be capable of sending their children to higher levels due to financial problem. It may be also due to the fact that the older youths are prone to be ashamed to continue their unfinished studies because as they will be having younger age as their classmates. **Gender** Table 2 shows that there are more male out-of-school youths than females. Out of the 83 respondents from Barangay Bani, 47 or 57 percent were males and 36 or 43 percent were females. Such result data supported that there were more male drop outs than females. This may lead to an understanding that males are less interested in studying than females. This may due to the fact that males are more expected to help their parents earn a living as they reach teenage years. Another reason is that females are more interested in continuing their studies probably because males were more prone to vices due to influence of their peers. **Table 2** **Distribution of Respondents according to Sex** **n=83** **Gender** **Frequency** **Percentage** ------------------ --------------- ---------------- Male 47 57 Female 36 43 **Total 83 100** **Civil Status** The data reveals that of the 83 respondents, 82 were still single. It can be said then that from ages 13-21, most of the out-of-school youths are aware that they are not yet prepared to have a family of their own or they may have considered themselves too young to enter married life. Another fact is that at their teenage years they still more interested in exploring things such as fashion and technologies than having responsibilities of married life. **Table 3** **Distribution of Respondents according to Civil Status** **n=83** **Civil Status** **Frequency** **Percentage** ------------------ --------------- ---------------- Single 82 99 Married 1 1 **Total 83 100** **The Out-of-School Youths' Educational Attainment** This section presents the highest educational attainment of the out-of-school youths in Barangay Bani. **Educational Attainment** It is indicated in Table 4 that 18 or 22 percent of the respondents were high school graduates. There are 14 or 17 percent of the respondents are elementary graduates. Of those who managed to go through high school, 11 or 13 or percent stopped after finishing first year, 13 or 16 percent after second year, and 1 percent after third year. The table also shows that of the 83 out-of-school youths' respondents, there are 8 percent who reached first year college, 7 percent for second year college and 1 percent for third year college. Based on the study, the educational attainment of the out-of-school youths are slowly decreasing as they reach the higher levels of education. This is true through with the fact that the higher the educational level, the higher the payment and expenses. Aside from that, the out-of-school youths stopped mostly after finishing high school to help their family in earning a living. If these out-of-school youths will entirely be neglected by our government, this segment of our population will naturally revert to illiteracy in due time and they will likewise become liability to nation. **Table 4** **Highest Educational Attainment of Respondents** **n=83** **Educational Attainment** **Frequency** **Percentage** ---------------------------- --------------- ---------------- Elementary Level 14 17 1^st^ year High School 11 13 2^nd^ year High School 13 16 3^rd^ year High School 13 16 4^th^ year High School 18 22 1^st^ year college 7 8 2^nd^ year college 6 7 3^rd^ year college 1 1 **Work Preferences** Table 9 indicates the work preferences of the respondents. The top five work preferences of the respondents were Entrepreneur (18 percent), welder (16 percent), Auto-mechanics (12 percent), Chef (8 percent), and teacher (8 percent). This implies that the respondents are very much interested to have a better job and to earn money for a living whether this job are degree courses or vocational. **Table 5** **Work Preferences** **n=83** **Work Preferences** **F** **%** ------------------------------- -------- --------- Welder 14 16 Agriculturist 5 6 Electrecian 5 6 Computer Operation Supervisor 2 2 Food and Beverages Service 2 6 Baker 2 2 Auto Mechanics 10 12 Automotive Electrician 5 6 Landscape Architect 2 2 Barrister 2 2 Teacher 7 8 Entrepreneur 15 18 Chef 7 8 Hair Dresser 5 6 **Total** **83** **100** **Chapter V** **SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION** This chapter presents the summary of the findings, conclusions drawn and recommendation of the data gathered through the use of questionnaire. **Summary of Findings** This study aimed to gather and analyse the profile, and work preferences of the out-of-school youths at Barangay Bani whose ages range from 13 to 21 years old. On the basis of the data gathered and analysed, the following are the findings were derived: - 1.a Out of 83 respondents, 50 or 60% fall within the late adolescent age (17 to 21 years old), and 33 or 40% fall within early adolescent (13-16 years old) - 1.b Out of the 83 respondents, 47 or 57% of them were males and 36 or 43% were females. - 1.c In terms of civil status, 82 or 99% were single and only 1% is married. - 1.d In terms of educational attainment, 18 or 22% of the respondents were high school graduates, 14 or 17% are elementary graduates, and 14 or 16% entered college but eventually stopped. - 2\. When asked of their work preferences, the top five work preferences were Entrepreneur (18 percent), welder (16 percent), Auto-mechanics (12 percent), Chef (8 percent), and teacher (8 percent). - 3\. The proposed training aimed to meet the identified needs of the out-of-school youths of Barangay Bani. **Conclusion** Based on the findings of the study, the following conclusions were made: - 1.a Majority of the respondents fall within late adolescent age (17-21 years old) - 1.b There are more male respondents than female. - 1.c Most of the respondents are single. - 1.d Majority of the respondents are high school graduate. - 2\. The out-of-school youths preferred to become an Entrepreneur. - 3\. The proposed training aims to address the identified work preference of the out-of-school youth. **Recommendations** Based on the findings and conclusions made in the study, the researcher offers the following recommendations: 1\. Correlate the age with the work preferences of the out-of-school-youth. 2\. Establish the significant difference between male and female, between educational attainments in the work preferences of the out-of-school youths. 3\. Assess the effectiveness of the proposed program for the out-of-school youth. 4\. Further studies should be conducted about out-of-school youths specifically which aims to: - Correlate the age with the work preferences of the out-of-school-youth - Establish the significant difference between male and female, between educational attainments in the work preferences of the out-of-school youths. **BIBLIOGRAPHY** **A. BOOKS** - Coombs, Philip H. and Harrison (2004) Attacking Rural Poverty: How Non formal Education Can Help. Baltimore: Johns Hopkins University Press. - Gollin, Albert E. 2000 Education For National Development. New York: Praeger Publisher - Strauss, Murray A. 2005 Rural Sociology. New York: Me Grawhill Book Co., Inc **B. JOURNALS, MAGAZINES, NEWSPAPERS** - Taylor, J.D. 2003 "Vocational Interest of Children", Journal of Educational Research. - Philippine Daily Inquirer, 2008. - Philippine Daily Inquirer, 2002. - Cariaga, Norrna R. " The Out-of-School Youths in Paluig, Zambales: A Profile" Unpublished Thesis, Central Luzon Teachers College, Bayambang, Pangasinan, 2000 - Flores, Fedencio R. "Employ ment Status, Occupational Aspirations and Training Needs of Rural Out-of-School Youths in Southern Leyte" Unpublished Master's Thesis, University of the Philippines, College of Agriculture, 2008. - Lasap, Vigninia M. " Focus on the Rural Youth- A Case Study in Lucban, Quezon" Unpublished Master's Thesis, University of the Philippines, Diliman, Quezon City, 2006. **D. ELECTRONIC SOURCES** - https://www.google.com.ph/?gfe\_rd=cr&ei=BqoaVdTuBsqJ8Qe\_4YCwDw\#q=out+of+school+youth+in+the+philippines - http://www.gov.ph/2014/09/30/deped-nyc-launch-abot-alam-for-out-of-school-youth-in-ph/ **APPENDIX A** **LETTER REQUESTING PERMISSION FROM THE BARANGAY HEAD OF BARANGAY BANI BAYAMBANG PANGASINAN** Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Mr. RODELITO F. BAUTISTA** **Brgy. Captain** **Bani, Bayambang, Pangasinan** **Sir:** I have the honor to request permission from your good office to gather data and pertinent information on the out-of-school youths in your barangay in connection with my research study entitled "WORK PREFERENCES OF THE OUT-OF-SCHOOL YOUTHS IN BARNGAY BANI, BAYAMBANG, PANGASIAN". This is in partial fulfilment of the requirements which I enrolled in this semester 2014-2015 for our course MSS 02- Methods of Research at Lyceum-Northwestern University, Master of Education Department, Dagupan City, Pangasinan. This study will be conducted within the month of March 2015. Your favourable response and immediate attention regarding this matter is highly appreciated. Thank you very much and more power. Very truly yours, JAMES F. ANGELES Researcher Noted: MARJORIE S. FERNANDEZ, RN, MAN, DA Thesis Adviser **APPENDIX B** **OUT-OF-SCHOOL YOUTH QUESTIONNAIRE** **DIRECTION**: In the items in this questionnaire, choices are given. Simply put a check mark ( / ) on the line opposite your choice. If no choices given, write your answer on the lines provided for. **A. Personal Profile** 1\. Age: ( ) 13-16, Early Adolescent ( ) 17-21, Late Adolescent 3\. Sex: ( ) Male ( ) Female 4\. Civil Status ( ) Single ( ) Married ( ) Widow/Widower ( ) Separated/annulled **B. Educational Background** 1\. Highest Educational Attainment ( ) no formal education ( ) first year high school ( ) grade 1 ( ) second year high school ( ) grade 2 ( ) third year high school ( ) grade 3 ( ) fourth year high school ( ) grade 4 ( ) first year high college ( ) grade 5 ( ) second year college ( ) grade 6 ( ) third year college 2\. If given a chance to work, which of the following would you choose? ( ) dress maker ( ) welder ( ) Massage therapists ( ) agriculturist ( ) wood craft ( ) electronics ( ) cosmetologies ( ) Computer Operation Supervisor ( ) Fitness trainers ( ) Food and Beverages Service ( ) Technicians ( ) Baker ( ) Hair Dresser ( ) Auto Mechanics ( ) Automotive Electrician ( ) Painting trades workers ( ) Metal Fabricator ( ) Wall and Floor Tiler ( ) Airconditioning Plumber ( ) Landscape Architect ( ) Bricklayer ( ) Veterinarian ( ) Project Builder ( ) Software Engineer ( ) Barrister ( ) Social Worker ( ) Roof plumber ( ) Solid Plasterer ( ) Teacher ( ) Entrepreneur others (please specify) : \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **CURRICULUM VITAE** **Personal Data** Name : James F. Angeles Address : Bani, Bayambang, Pangasinan Sex : Male Birthday : June 1, 1992 Mother's Name : Arsenia F. Angeles Father's Name : Petronilo D. Angeles Nationality : Filipino **Educational Background Year Graduated** Elementary : Bani Elementary School 2005 Secondary : Bayambang National High School 2009 College : Pangasinan State University 2013