Chapter 1 THE PROBLEM AND RELATED LITERATURE AND STUDIES

INTRODUCTION In the modern era, the chosen career of a person is usually irrelevant to the course he had taken. The discrepancy of the course and the present career is questionable, which is why tracing each persons activity is being done in most universities and colleges. Despite low supply of teachers in the country, there is still a possibility for a person to shift career right after graduating. It has been observed that a person would learn his capability to do certain things after the experiences that he had gone through. On the other hand, there are still some who pursued teaching despite the disadvantages of doing so. In order to keep abreast of their latest activities, the researchers sought to find answers as to why the people involved in the research stayed or shifted.

BACKGROUND OF THE STUDY University of Perpetual Help System-DALTA is one of the several private schools in Las Pias City. Other branches are UPHSD Molino, UPHSD Calamba and others. University of Perpetual Help System-DALTA is located at Alabang-Zapote road, Pamplona Las Pias City. The said University comprises more than 200,000 students, with 150 students in the College of Education.

The College of Education of University of Perpetual Help Rizal intended to develop and equip students to become professionals. Its paramount consideration is concentrated and tasked on the preparation of its students to become successful teachers and worthy members of the society. The total educative program and facilities of the college culminate in student teaching. the academic and professional courses and the variety of extra classes experiences preceding student teaching are intended to develop the social, mental, spiritual , socio-cultural and the like competencies and personal growth needed by a successful teacher. Not until the student actually engages in actual teaching, however, can the pragmatic values of the institutional aims and their effectiveness in his training is determined cooperatively by him, through its supervisory staff. Student teaching provides the student the opportunity under ideal conditions of supervision to apply theories that the student has learned and demonstrate ability and aptitude in an actual learning situation, through the guidance and self initiated adjustments the student may become the most effective teacher preparation. The College of Education is offering the BEED and BSED courses under the New Curriculum CMO30, Series of 2004, which curricula are regularly reviewed in order to meet the demands of time, hence, the faculty members are involved in the development of pedagogical approaches for efficiency and effectiveness, and for the designing of better learning environment.

REVIEW OF RELATED LITERATURE AND STUDIES This section contains ideas and information relevant to this study. These ideas and information are categorized into two, namely: related literature and related studies, otherwise known as conceptual literature, respectively. Conceptual literatures are those obtained from books, periodicals, documents, while research literatures are those taken from the findings of completed researches.

RELATED LITERATURE Knowing the present activities of a person is very essential especially when it comes to employment. Through tracing his state of affairs and whereabouts, an employer would be able to make sure that his decision in hiring the person is right.

The Tracer Study The ILO Thesaurus (2005) defines a tracer study as an impact assessment tool where the impact on target groups is traced back to specific elements of a project or program so that effective and ineffective project components may be identified. In educational research the tracer study is sometimes referred to as a graduate or alumni survey since its target group is former students. Schomburg (2003, p.36) notes that graduate surveys are popular for analysis of the relationship between higher education and work. They provide quantitativestructural data on employment and career, the character of work and related competencies, and information on the professional orientation and experiences of their graduates.

Although the usual end of the course evaluation can

ask for the student to

assess whether they have gained the knowledge and skills necessary for fulfilling their personal objectives, there is really little proof of this until the student has completed the entire course of study and has entered the workforce. By surveying a cohort of graduates from: a specific institution; profession; discipline; graduation date; level of education; or a combination of these for comparative analysis, Schomburg presents examples of issues which can be addressed in tracer studies. Biographical data on Where are our graduates now may supply information on income, job title, nature of employment, and years of employment. He also believes that surveys should also include information about the kind of work task the relationship between study and work, and professional values and job satisfaction. The information gained from survey items can be used by the graduates alma mater and indeed other education stakeholders for curriculum development and reform. They may also answer questions such as: What are the retrospective views of graduates on higher education based on their career experiences? To what extend do graduates consider their education and training as wastage or an opportunity? How are the outcomes of curricula aiming to create new types of learning and qualifications to prepare for newly emerging types of occupation and work task? How broad or narrow is knowledge fostered in individual degree programs in comparison to occupational tasks or major occupations?

Tracer studies have been conducted by educational institutions for decades. Harald Schomburg and his colleagues at the Centre for Higher Education and Work, University of Kassel, Germany, have done considerable research on conducting tracer surveys, constructing effective tracer study questionnaires and their statistical analysis. They have conducted survey projects such as the CHEERS (Career after Higher Education-a European Research Study) which investigated the links between higher education and graduate employment in Europe. They have done similar research in Africa, Asia and Latin America. A tracer study was conducted on of the graduates of the University of Malawi who graduated between 1987 and 1995. This tracer study was part of a comparative study on higher education in Africa, sponsored by the Association of African Universities(AAU) , using ten other similar universities in Nigeria, Malawi, Ghana, Kenya, Uganda, and Tanzania. The main objectives of the tracer study were to: investigate the transition process from higher education to: shed light on the course of employment and work over a five year period after graduation; analyze the relationships between higher education and work in a broad perspective which includes the fulfillment of personal goals such as job satisfaction and objective measurement like job position, income, job security and the type of work; find out what factors are important for professional success of graduates taking into account personal factors like gender, work motivation, acquired qualifications during course of study and labor market conditions; evaluate on the basis of the experience and views of graduates, central aspects of the University, including resources, facilities and curriculum and get feedback for their improvement; and identify key aspects of the continuing

professional education of graduates, and themes and kinds of courses, including extent, cost, location, reasons for participation, proposals for University courses. (Zembere and Chinyama, (1996) The findings from this University of Malawi study indicate that graduates were satisfied with teaching quality, course content and the knowledge gained. However less than 50% of the respondents gave good ratings for resources and facilities. It was interesting that they saw knowledge of English, communication skills, a sense of responsibility, self confidence, and reliability, problem solving ability, initiative, and willingness to learn leadership qualities and ability to learn are important to professional life irrespective of the discipline studied. Another tracer study for the AAU research project on Higher Education and Work in Africa was conducted in Nigeria entitled Higher Education and the Demands of Manpower Development in the Nigerian Manufacturing Sector: an Empirical Study of Enugu and Anambra States. The findings for this project were similar to those for Malawi in terms of student satisfaction about the utilization of knowledge and dissatisfaction about resources. The research was used to make recommendations such as the need for: Mutual and comprehensive capacity building in both our industries and

higher education profiles especially in the areas of general infrastructures, linking theories to practical skilling and computer technology as a means of achieving the desired comprehensive capacity building in both our industries and higher education profiles.

 Improved funding of higher education institutions in order to enhance their overall capacity for the provision of vital equipment, study facilities and off study infrastructure, thereby strengthening their study provisions and conditions profile. Curriculum planning and development in higher education to be more broad based and trans-disciplinary than hitherto. Greater emphasis placed on multiple and practical skills acquisition or practice oriented study and the revision study curriculum at least every two years to keep abreast of technological and socio-cultural changes. Lecturers, particularly those of the engineering and related fields to take short term "sabbatical" leaves to work in industries for cross-fertilization of ideas

and practical skills between high education and industries, thereby reinforcing the desired collaboration between the two. (Ugwuonah & Omeje, 1998) The Nigerian and Malawian studies discussed above are examples of surveys for traditional education classroom based institutions and programs. Tracer studies are not confined to graduates of specific national institutions. Surveys have been done by international organizations and lending agencies and the graduates of scholarship programs. The use of tracer studies for ODL institutions is not as

common. The Staff Training and Research Institute of Distance Education (STRIDE) at the Indira Gandhi National Open University (IGNOU) has conducted research on distance education and the job market in India and done tracer studies of their graduates in specific programs.

In Nigeria a tracer study was done for the Nigerian Teachers Institute (NTI) which launched its Nigeria Certificate in Education by ODL in 1990 in response to urgent need to train more teachers. The findings of the study were that the

performance of ODL graduates was as effective in the classroom as that of their peers who had studied in the traditional way. Their classroom teaching, lesson preparation, motivation of students, record keeping and communication in English was good. The students themselves rated the instructional materials provided quite highly. However the study revealed some dissatisfaction about the use of audio visual material. It was also thought that teachers needed to be better trained in the techniques of ODL. The Institute itself had improved its management and monitoring systems and efforts had been made to address these inadequacies. (Umar, 2006) Boettcher (2006) suggests that trends in distance education will be on updating knowledge and skills, building perspectives, contextual problem solving, networking and a shift to competency based outcomes. Planning to incorporate these new emphases will need the input of graduates who have entered the job market and are able to assess the relationships between their education and professional competencies. This approach may be criticized by those who object to education being subverted to the human resource needs of employers and industry, and to the concept of education being a product marketed to customers. Professor Reich, former Secretary for labor in the Clinton administration warned about the marketization of education. He stated that "Higher education in the United States is coming to resemble any other kind of personal service industryProducts, higher

education products, are sold on the market, there is a kind of marketization that has set inUniversities were competing for students and there was a greater and greater emphasis on vocational and pre-career courses in accounting, law, economics, finance, engineering, applied sciences. (Reich, 2004) He felt that this was not in the interest of the society which needed a broader base of skills. However in free societies prospective students will choose disciples which suit their personal interests and objectives. According to Burnside (2001), there is a deep need among 5 workers to ensure that they have the means for a successful career path. To attain this, they first need skills that bring success in their current jobs, that are portable to their next jobs, and that increase market value . . . they need legitimation [sic] that degrees such as MBAs can bring but delivered in a way that fits into their daily lives. Tracer studies of ODL graduates can provide the information needed to reform educational programs to bring about the fit between the requirements of the employment world and study. Surveys do have their disadvantages: it is sometimes difficult to locate graduates and have them complete questionnaires. Schomburg warns that the graduate might not always be able to identify the relationship between the knowledge acquired during study and their professional lives and that research findings are valuable inasmuch as planners can turn the findings into concrete reforms. However, this paper suggests that the tracer study can be marketing as well as an evaluation tool. The success of graduates can be advertised, as a

marketing strategy to recruit new students. ODL providers can use the information

gathered to adapt their courses to the demands of the labor market and modify programs to attract the ever expanding market of prospective students looking for personal and professional advancement through ODL.

Related Studies

CHED COMMISIONS CSC TO CONDUCT GRADUATE TRACER STUDY June 1, 2007

What courses are considered most in demand in the job market? What academic experiences and learning in college that the graduates find very useful in the workplace?

These are just some of the questions that will be answered by the Graduate Tracer Study being headed by the Commission on Higher Education and implemented by various state colleges and universities in the country. The Catanduanes State College (CSC) is on the institutions tasked by CHED to conduct the research. It is now simultaneously conducting the data gathering and the date entry works. The result of the study, which will track down tertiary graduates from 2001 to 2004, can help Higher Education Institutions (HEIs) like the CSC to be more strategic in developing their curricula as well as on deciding on program offerings, staffing patterns and faculty development. It can also gauge the effectiveness and/

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or responsiveness of the degree programs which the graduates completed in the particular school, especially on identifying the cluster of courses/ subjects that the graduates found most useful in their workplaces. In the national policy level, result of he tracer study can be utilized by the Commission to put up an Annual Higher Education Advisory for parents and students. The advisory will contain information such as most demanded jobs, highest hiring (starting) rate and the types of schools most desired by employees. It will also provide valuable information in terms of budgetary priorities for higher education, particularly for higher education, particularly state colleges and universities where normative financing is applied. Other findings may be generated from the tracer study are: type of graduates who are most employable, academic experiences (competencies learned during college) that the graduates find very useful in the workplace, and personal academic background of graduates that can determine employability. With this research, CHED would be able to formulate package assistance programs to develop and/or enhance higher education programs that would promote the countrys global competitiveness. On the other hand, the CSC, through its Research Services, aims to institutionalize the conduct of the tracer study at the CSC level to also achieve the same benefits that can be derived from tracking down employment status of its alumni. The result of the study can contribute, among others, in strengthening policies and guidelines in attaining relevance and responsiveness of CSCs curricular offerings. (Gerry S. Rubio, 2007)

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The absence of a current national tracer study that points to what happens to new tertiary graduates that no one really knows how long it takes them to secure jobs and how much they earn in various professions. But even in the absence of such a study, it is clear that it cannot be business as usual in the way our family of Universities operates. The University of the West Indies (UWI), for example, has failed to train persons adequately to create jobs themselves. In many ways, it operates like a conveyor belt which takes in students on one end and spits them out at the other after they have been stamped with a prize of a degree. Universities inability to sufficiently inspire entrepreneurship has led to many graduates walking from the hallowed from the hallowed corridors to the doors of potential employees waving their degrees, expecting to be immediately absorbed into the job market. This should not be the case. Persons who have benefited from university education must be empowered to set up businesses in niche markets. Not only will these small businesses create employment, which would further stimulate the economy, but may drive up the salaries in mainstream industries. The obvious spin-offs from tweaking the tertiary education system after an informed study would dbe tremendous. The Students Loan Bureau (SLB), for example, would definitely benefit from it. However, there is no guarantee that, if universities tweak their curricula, it would empower more persons to create jobs, and concomitantly, improve studentsloan repayment trends.

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Radical Shake-up Some would argue that there are persons who refuse to repay their students loan because it ranks low on their priority list. And indeed, it is an open secret that there is a proportion of borrowers who delay student-loan repayment for the immediate gratification of presenting an image of success. There are others, however, whose borderline socio-economic and job standing simply cannot sustain debt repayment. It means, therefore, that there needs to be a radical shake-up in the way the curricula of our universities are structured, as well as the approval procedure for student loans. Perhaps the time is right to think seriously about making student-loan repayment less burdensome for the young professionals. Merging student-loan repayment with mortgage servicing by the young professional would not be a bad idea. Indeed, it is the role of the government to shape policies that direct the spending of the critical tax dollars. If Prime Minister Golding is convinced that areas of study such as pharmacology and agronomy are undersubscribed, his

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TRACER STUDY PHASE 1 COMPETED IN QSSN-TONGA According to the July 2009 WHO report on the view of the Pacific Code f Practice for the recruitment of health workers (PCOPs) in Tonga, the Queen Salote School of Nursing (QSSN) have maintained a register of their graduates spanning over 40 years. On average, twenty students graduate each year with basic nursing training from QSSN. The school also runs a post-graduate each year with the basic nursing training programme in intensive care, midwifery, medical and surgical nursing and public health. The register would therefore provide valuable baseline data for a tracer study of QSSN graduates. UNITRACE 2010: TRACER TRAINING OFFERED BY INCHER-KASSEL

OCTOBER 12, 2010

INCHER-Kassel is hosting this week the first workshop of the DIES Training Course University Graduates Tracer Study course (UNITRACE). The training, consisting of three workshops over the duration of 1 years, is targeted to people from higher education instructions who will be responsible for realizing graduate tracer studies. 22 participants from South East Asia, Eastern Africa, and Central America will be enabled to conduct professional studies in their home countries (Indonesia, Philippines, Vietnam; Ethiopia, Kenya; Costa Rica, Guatemala, Nicaragua). Furthermore, participants will be trained in the freeware software QTAFI, a key tool developed by INCHER-KASSEL to prepare questionnaires, online surveys, tables and figures for professional tracer surveys.

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This first workshops will take place from October 11th- October 22nd, 2010, and will focus on the graduate study preparations: relevant theories, design of the survey, identification of the mailing addresses of the graduates, organization in the field work, methods to achieve a high response rate. DIES (UNITRACE) In many institutions, tracer study is done to study the relevance of the study programs that the students had been in. The institutions also want to get feedback from their graduates in order to improve their study programs or if there is something to improve. However, there is a low level professional expertise to the point that the interpretation and analysis of data are wrong. So, the relevance of the course and the career cannot be seen clearly. To avoid the latter, the participants who will be conducting a tracer study are now being trained through a program, DIES Training Course University Graduates Tracer Study (UNITRACE). The things that they have to know in tracer study are: development of questionnaire based on relevant theories and specific research questions, research methodology, organizational field work, methods to achieve a high response later, data entry and editing, coding, data analysis, interpretation of findings and reporting. Hence, based on the information above, conducting tracer study does not just entail tracing the respondents; in addition, it has something to do with the instrument that researchers will be using. Training Course University Graduates Tracer Study Course

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LUTZ HEIDENMANN -studied Sociology at Dresden University of Technology. His major research interests are methodology and processes of graduate surveys. HARALD SCHOMBURG -trained as a social scientist, is the key researcher of the International Center of Higher Education Research (INCHER-Kassel) in areas of higher education and employment, survey methods and quantitative data analysis. H played a major role in the longitudinal study on the impact of study conditions and provisions on careers and job assignments in Germany and employment in 11 European countries and Japan (CHEERS Project). Since 2007 he is the team leader of the German graduate tracer study Study conditions and professional success- a large scale survey in which more than 70,000 graduates participated. For more than a decade, he was active in consultancy and conducting training programmes for scholars and administrators wishing to undertake graduate surveys as a feedback for their own university. He wrote two handbooks on the methods of undertaking graduate surveys and conducted training programs in Africa. ULRICH TEICHLER -Researcher at the Max Planck Institute for Educational Research; guest researcher at the National Institute for Educational Research, Tokya, Japan; Dissertation on higher education and social selection in Japan (Dr. of Phil. In University of Bremen). SFB RECTOR DELIVERS TAK ON TRACER STUDIES (September 25, 2009) The Rector of the School of Finance and Banking (SFB), Professor Erasmus Kaijage delivered a talk on Guiding Framework for Conducting Graduate Tracer

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Studies on 25th September 2009 at 3.00 p.m. in the PSCBS Board room. Participants at the session, known as learning clinic included Director General, Workforce Development Authority (WDA); a representative from the National University of Rwanda (NUR) as well as PSCBS senior management. A Tracer Study is a follow-up survey of former students with regard to their placement and occupational situation after graduation, explained Prof. Kaijage. Such a study involves not only graduates but also employees and the end users/ clients of these graduates, he added. Prof. Kaijage underscored the need for higher institutions to justify their existence in the society they serve. He asserted that given their prime role of training high level personnel and conducting research for knowledge creation, universities may, from time to time need a systematic evaluation not only for directing their activities but also asserting the relevance of their activities in the larger society. Such evaluation will reveal the level and the extent to which universities can contribute to innovations and offer explanations of their outputs and outcomes. Curriculum development should be informed by results of tracer studies, said Prof. Kaijage. During the discussions on the presentation, the underlying observation was that there is an information gap of skills supplied and skills demanded by the labour market. This has led to unemployment or underemployment that affects a large part of the population, which includes graduates. The issue of quality of graduates supplied was also raised as an issue to be addressed in such a tracer study.

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We need to tackle the problem of students just attending university to get a paper and not knowledge. This I have observed from experience, Prof. Kaijage noted. Participants recommended that there was a need to have a symbiotic relationship between stakeholders who include local training institutions, Workforce Development Authority, PSCBS and other relevant government officials on how to close the information gap on skills supplied and those needed in the world of work. At the end of the session, a consensus was reached on having a concept paper prepared with the guidance of Prof. Kaijage on how academic institutions can concert their efforts in putting in place a framework for a Graduate Tracer Study which will be benchmarked on best practices and serve the needs of the country. Professor Erasmus Kaijage has conducted a number of graduate tracer studies in the University of Dar-es-Salaam under the auspices of the Association of African Universities. SURVEY SHOWS AIT GRADUATES IMPACT IN ASIA July 08, 2009 A recent survey conducted by the Asian Institute of Technology (AIT) of its graduates has confirmed the international postgraduate institutes standing as a regional academic force for addressing the emergent challenges of the Asia-Pacific region through its international pool of quality graduates. In the most comprehensive survey of its alumni in its fifty-year history, the Asian Institute of Technology sampled the opinions of one-quarter of its more than

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16,000 alumni to gauge its past educational performance and inform its strategic decision-making for the future. The study offers empirical evidence that AIT has succeeded in producing highly qualified and committed professionals required to play leading roles in the region's sustainable development and its integration into the global economy. Altogether, it targeted a total of 3996 (2491 males and 1505 females) recent graduates from the period between 2003 to mid-2008, representing 60 countries and territories. A total of 1121 people replied to the questionnaire. Similarly, 106 employers and 114 peers also responded. A vast majority of the respondent graduates had an impression that the teaching quality in AIT is excellent and very good. Eighty percent of employers rated as very high and high levels of performance of AIT graduates in terms of knowledge and skills in given tasks. Similarly, more than 90 percent of peers rated AIT graduate performance as very high and high. The survey found that 70 percent of the AIT graduates have been contributing at very high and high levels in the sector of natural resource management. It also concluded that 66 percent of AIT alumni contribute in environmental fields, followed by 64 percent in gender awareness and application, and agriculture development, 55 percent in poverty alleviation, and 37 percent in renewable and sustainable energy sectors. With a pool of alumni from 80 countries, AIT is one of Asias most international postgraduate institutes. It is deeply committed to capacity building for

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developing countries in the region. Altogether 81 percent of all AIT graduates from low income countries returned to their countries to pursue their careers, and 75 percent did the same in the case of graduates from lower middle income countries. The study also indicated that over half of all AIT graduates maintained national level networks, followed by 27 percent who maintained global level networks and nineteen percent who maintain regional networks. The study also indicated the real value an AIT degree has in terms of potential salary earning power. The largest proportion of AIT graduates (33%) reported earning salaries in the range of US$ 501 1000 from their current job. In comparing with pre-enrolment salary levels, where the highest proportion of respondents (44%) reported a monthly salary in the range of US$ 100 200, it can be said that an AIT degree has contributed substantially to graduates incomes. AITs first tracer study was done in 1971. The periodic survey of alumni focuses on updating the alumni directory and gathering certain information required for the improvement of AITs curriculum, teaching, research, extension, and networking. The latest tracer study, conducted from August 2008 to January 2009, included two reports, one of overall AIT graduates and two of the AIT graduates with Norwegian scholarships. AIT is highly grateful to the Government of Norway for financing major part of the latest tracer study. MOST GRADUATES FIND DECENT JOBS- UWI STUDY April 19, 2009

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Recent calls for a national tracer study to determine what happens to tertiary education graduates in the year after the completion of their first degree are timely given the current financial crisis and the need to allocate scarce resources in the local education sector. The University of the West Indies (UWI), Mona conducts tracer studies of its graduates on an annual basis. The most recent of these studies, carried out by the Office of Planning and Institutional Research, was of the Class of 2007. The survey sought to determine how students have fared in the job market shortly after graduating, but also revealed important trends in the labour market. The survey was initiated in January 2009 among 2,464 graduates residing in Jamaica and 180 graduates residing in other Caribbean territories. By the end of the survey period 24 per cent of those surveyed had responded. The survey sought to obtain information pertaining to the student's gender, faculty of study, degree earned, and class of degree. A series of questions were also asked on the graduates' employment status, the skills and competencies acquired while studying at Mona, and the extent to which their current job was related to their field of study. FINDINGS The most important finding was that some 90 per cent of UWI, Mona graduates are employed shortly after graduation and of the rest, 4.6 per cent were in postgraduate studies. Interestingly, 65 per cent of graduates are employed in three 21

areas of critical importance to the country's development: education (194), health care (90) and finance/banking (90). The majority (42 per cent ) of respondents were in the 19-24 age group, and in keeping with recent trends, had a female: male ratio of 79:21. Table 1 shows the breakdown by faculties. Most respondents graduated with a Bachelor of Science degree (62 per cent), followed by a Bachelor of Education degree (18 per cent) and a Bachelor of Arts degree (17 per cent). The top-10 major fields of study were management studies (66), nursing (64), history (33), hospitality and tourism (28), psychology (28), education (22), international relations (21), media and communication (19), educational administration (18), literacy studies (15) and mathematics (15). EMPLOYMENT STATUS Among the employed graduates, 37 per cent were employed by a central government/statutory authority, 34 per cent by the private sector, 23 per cent by other public sector institutions, and six per cent by other entities. Most respondents reported employment in the education sector which accounted for 35 per cent. TYPE OF JOB Among the employed graduates, 71 per cent reported being employed on a full-time permanent basis, while 22 per cent were employed on a full-time temporary basis. Another six per cent reported part-time employment and one per cent, self22

employment. The fact that 93 per cent of respondents reported full-time employment speaks positively for the Mona campus and is an indication of the opportunities in the labour market. Full-time employment was not limited to a particular age group and all three sectors (education, public and private) accounted for almost equal shares of the full-time employed graduates. Fifty-one per cent of respondents said a first degree was not a minimum requirement for their job. The youngest age group (19-24) was the most likely to report that their job required a first degree and, among the sectors, the private sector was the most likely to require a first degree. JOB RELATED TO FIELD OF STUDY Fifty-one per cent of respondents said their job was directly related to their field of study, and another 27 per cent said their job was somewhat related to their field of study. Only 10 per cent of respondents reported that their current job was neither related to their field of study nor their preference. Interestingly 93 per cent of graduates reported that they would be pursuing advanced degrees, most of them in fields other than in the areas of their first degrees, the most popular being, human resources management, business administration, marketing, law and education. The median gross monthly salary (91 per cent response rate) was $82,250. The minimum and maximum full-time salaries ranged from $16,000 to $380,000 per month. When the mean salaries were compared by faculty, the faculty with the 23

highest mean salary was humanities and education ($98,181) followed by pure and applied sciences ($90,700) and social sciences ($87,951). The mean salary for medical sciences was $79,480. Sixty-three per cent of respondents from the education sector were 35 years or older, many of whom were employed as teachers with the Ministry of Education. Teaching salaries were reported on average in the $90,000-$120,000 range. Additionally, in the faculty of medical sciences, 75 per cent of respondents were nurses whose monthly salaries were in the $40,000-$50,000 range compared with the few MBBS respondents who reported monthly salaries in the $100,000 and over range. As would be expected, salaries increased with respondents' age. When the mean salaries were compared by sex, males had a higher mean salary ($98,194) than females ($89,758) by almost $9,000. Salary data were also converted into annual income to see what patterns emerged. The results indicated that 61per cent of employed respondents were earning $900,000 or more a year. Summary and Conclusion 'The Survey of First Degree Graduates, Class of 2007' has provided some useful information on graduates shortly after graduation.

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Findings also reveal important information about the labour market. Most notable are the three main sectors in which graduates are employed, education, health care, and finance and banking. Despite concerns over a weakening economy, many graduates are able to find decent-paying jobs on a full-time permanent basis. One area of concern is the gender imbalance at the Mona campus which requires intervention at the level of the high school. More growth also needs to occur in postgraduate research programmes, perhaps through better funding opportunities for students. With regard to innovative and entrepreneurial skills, the Mona Campus has moved to better prepare graduates in this area. Only one of respondents reported that they were self-employed. In 2009, the Department of Management Studies implemented the BSc Management Studies (Entrepreneurship) degree. This programme not only prepares graduates for the world of work, but will also contribute to the country's economic growth through increased entrepreneurship. At the Mona School of Business, the Vincent HoSang Entrepreneurship Programme links students with successful business persons to help them learn the skills of entrepreneurship and start successful companies. The campus is also developing new programmes in engineering, agritechnologies and digital media. As the economic situation worsens, initiatives like these will help the UWI, Mona graduates to not only create jobs for themselves, but also to create opportunities for others.

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YEMEN GRADE 12 TRACER STUDY NORC will conduct a pilot tracer study of Grade 12 graduates for the World Bank, to gather information on how well the education system has prepared them for post- secondary education, the workplace, and life after school. The study will focus on issues of wage employment, self-employment, job search and unemployment; pursuit of further education and training; and migration. In August and September of 2007, NORC will collect baseline data via a survey with a sample of 500 students graduating from secondary school. A follow-on round of data collection is scheduled for October of 2008. (www.norc.org, 2007) WHAT JOBS ARE AVAILABLE FOR ENGLISH GRADUATES? When you tell people your major, the very next question is usually "What do you want to do with it?." English majors have one of the largest lists of job options available with just an undergraduate degree. Here are a few options for graduates with a degree in English: Novelist A novelist is one of the most obvious jobs to get with an English degree. As a novelist you write books on a fictional topic creating the characters and plot along the way. Unfortunately no one really "hires" a novelist. To be a novelist you will have to write your book, and then try to get an agent as well as a publisher. As your popularity increases as a writer you may be able to be paid advances by publishers to write your next book.

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Copywriter Do you enjoy writing short snappy slogans? Can you sell anything? Then a career in copywriting may be for you. Copywriters typically work in advertising writing press releases, ads, and web copy for different companies. Copywriters typically need to know how to work quickly and creatively.

Technical Writer Technical writers generally write things like instruction book, and manuals for everything from computer programs to electronic gadgets.

Freelance Writer A freelance writer writes pieces for publications of their choosing. These can be huge glossy magazines such as Elle and Cosmo, or online websites such as associatedcontent or about.com. Freelance writers will generally send out a query letter to the publisher of their desired publication and be accepted for publication as well as know the amount they will be paid for the article before they actually write their article.

Reporter A reporter will go out and look for information about the world around them and then write a story about it to share with the public. Reporters usually focus on one topic such as the arts, sports, or news.

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Editor People with very good spelling and grammatical skills may be interested in a career as an editor. On basic level editors check articles for spelling and grammatical mistakes. On a larger level many editors make the decision on what topics are covered in the publication, and will often edit writers work down to a shorter length to fill a certain amount of space.

Teacher English majors often become English teachers. No matter what your ultimate career goal everyone needs to have a good understanding of the English language. English majors are often passionate about the language, and make fantastic teachers. (Emily Price, May 25, 2006)

SYNTHESIS

After gathering several related literature and studies, the researchers have found out that most of the authors emphasized the importance of Tracer study in our life, society, education, business, employment and the like. Tracer study helps to trace back the specific activity of alumni that can help the school know whether the graduates can really apply what they have learned. Furthermore, it helps the school administrators realize their strengths and improves

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their weak spots so that their future students will not apply in jobs not related to their courses. Lastly, tracer study was designed to know the future of any institutions graduates and the relationship between their study and their professional reward.

THEORETICAL FRAMEWORK Law of Supply and Demand states that when the supply increases, the demand, which is inversely proportional to it, decreases. This may be one of the factors as to why so many graduates nowadays find it hard to land a job: there simply arent enough jobs out there to accommodate all the new graduates. As a result, competition becomes so high in the field. Through this study, we can identify that not all the in demand courses nowadays will still be in demand in the future. Therefore, it will encourage the students to take courses that they really like or that they are interested in.

We can also add the fact that there is a possibility of a tracer study making or breaking a schools reputation. A schools worth is measured by the quality of graduates they produce each year. If the students that were tracked after graduation are found to be incompetent because of the quality of education he received in his Alma matter, then it would not look so good for the school in which he graduated.

This is the reason why CHED commissioned every school to conduct a tracer study, so that they can be assured that what these students receive is nothing but 29

quality education, and not just to be milked by opportunists who operate under the guise of teaching students. CONCEPTUAL PARADIGM INPUT Profile of the respondents 1.1. Age 1.2. 1.3. 1.4. 1.5. 1.6. Gender Civil status Year graduated Present occupation Employment station Figure 1: Paradigm of the Study

PROCESS

OUTPUT

Questionnaire Structured Interview

Self-fulfillment as teachers

Factors that

Conceptual paradigm of the study follows the Input, Process, Output model. The figure shows that the input of the study consists of the profile of the respondents in terms of age, gender, civil status, year graduated, present occupation and employment station. Likewise, it includes the factors that contributed in getting the present occupation such as salary, benefits, promotion and the like. The process of using questionnaire and having a structured interview will be utilized to procure information. The result or the output is self-fulfillment as teachers. STATEMENT OF THE PROBLEM 1. What is the profile of the respondents?

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1.1. 1.2. 1.3. 1.4. 1.5. 1.6.

Age Gender Civil status Year graduated Present Occupation Employment station

2. What are the factors that contributed in getting the present occupation? 3. If they are in the teaching profession, what problem or challenges have the respondents encountered? 4. What teacher-related activities can the respondents consider as self-fulfilling as a teacher? SIGNIFICANCE OF THE STUDY The main purpose of a tracer study is to trace, examine and evaluate the student with the current and subsequent career or other employment patterns of graduates from institutions of learning. The study will benefit the following: Students This study will help the students to know the career that they can get after graduating and the reason on why other graduates did not pursue the profession that they have taken during college.

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School Administrators This will help them to improve the programs that they offering, so that the students will follow the profession that they are taking after graduating.

Parents This study will provide the factors that affect the career of their child and the reasons on why other graduates did not pursue the right job according to the profession that they have under take.

SCOPE AND DELIMITATION OF THE STUDY

This study will trace the recent activities of all Secondary English major graduates from year 2007 to 2010 of University of Perpetual Help System DALTA. Likewise, the researchers will deal on the career that the English majors are in now. It gives knowledge if the English majors became teachers in Secondary or have other jobs far from the course taken. It will rate how many English majors were able to be English teachers or other jobs related to teaching and how many were able to go to other careers.

DEFINITION OF TERMS CHEERS (Career after Higher Education-a European Research Study) - a survey project that investigates the links between higher education and graduate employment in Europe. 32

CHED (Commission on Higher Education) the governing body in the Philippines covering both public and private higher education institutions as well as degree granting programs in all post secondary educational institution in the country.

LET- Licensure Examination for Teachers

ODL- Online and Distance Learning

Curriculum a course of study. It is an outline of subjects that a student will take in particular years.

Tertiary third rank or stage.

Radical favoring drastic reform

Survey - methodical investigation

Employment - use or hire

English majors persons who are taking English major subjects or teaching English subjects.

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34

Chapter 2 METHODOLOGY This chapter presents the research design that the researchers used in this study, the description of the respondents, the instrument used to gather the data, the data gathering procedure, and the statistical treatment.

RESEARCH DESIGN The descriptive method was used in this study. This method was used to gather information from our respondents, as it had a data-gathering procedure, which had worked best for the benefits of the researchers. It was a method which involved gathering, interpreting, and analyzing data from the graduates of the study. The information gathered answered the questions in, and also those related to the study.

RESPONDENTS OF THE STUDY The respondents of the study were the English majors who graduated from year 2007- 2010. There were 11 English majors who responded in the questionnaire that was given by the researchers. (see table no. 4)

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RESEARCH INSTRUMENT Questionnaire The researchers used a questionnaire made by Mrs. Cecilia V. Rances, Thesis Adviser of the 3rd year students to gather the needed information for the study. It consisted of 12-item questions. Internet Some information was taken from different websites on the internet. Library Additional materials and references were gotten from the research section of the library.

VALIDATION OF INSTRUMENT The instrument that the researchers utilized for the respondents had also been used by the faculty of the College of Education, so there is no need for the further validation of the instrument. Mrs. Cecilia Rances, Thesis Adviser, gave the questionnaire to the researchers in order for them to begin their research.

DATA-GATHERING PROCEDURE In the pursuit of the objectives of the study, the researcher first sought the permission from the Dean and Chairperson of the College of Education of the University of Perpetual Help System DALTA Las Pias Campus for the use of the graduate students Major in English as subject of this study, after which they contacted all the alumni in getting all the necessary information.

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Chapter 3 Results and Discussion This chapter presents the data gathered from the respondents. The information obtained was presented, analyzed and interpreted to answer the specific questions.

Problem 1. What is the profile of the respondents? TABLE 1. Profile of the respondents according to Gender GENDER Male Female Total FREQUENCY 4 7 11 PERCENTAGE 36.36 63.64 100

The table shows the profile of the students according to gender. 4 or 36.36% male respondents answered the necessary information while 7 or 63.64% female respondents did so. The total population was 11 or 100% respondents. TABLE 2. Profile of the respondents according to Age AGE 21-23 24-26 27-29 FREQUENCY 3 6 1 PERCENTAGE 27.27 54.55 9.09

30-32 1 9.09 Total 11 100 The table shows the profile of the respondents according to age. The researchers had an interval of three (3). The age bracket is from 21-23 wherein 3 or 27.27% of the respondents belong, 24-26 wherein 6 or 54.55% of the respondents belong, 2737

29 wherein 1 or 1.09 of the respondents belong to and 30-32 wherein 1 or 1.09% of the respondents belong. The total population was 11 or 100% respondents. TABLE 3. Profile of the respondents according to Civil Status CIVIL STATUS Single Married Widow/er Total FREQUENCY 11 0 0 11 100 PERCENTAGE 100

The table shows the profile of the respondents according to civil status. 11 or 100% of the respondents were single. It meant that nobody had married nor widowed. TABLE NO. 4. Profile of the respondents according to Year Graduated YEAR GRADUATED 2006-2007 2007-2008 2008-2009 2009-2010 Total FREQUENCY 4 3 2 2 11 PERCENTAGE 36.36 27.27 18.18 18.18 100

The table shows the profile of the respondents according to year they graduated. There were 4 or 36.36% of the respondents graduated in year 2007, 3 or 27.27% in year 2008, 2 or 18.18% of the respondents graduated in year 2009 and 2 or 18.18% of the respondents graduated in 2010. TABLE NO. 5. Profile of the respondents according to Present Occupation PRESENT FREQUENCY PERCENTAGE

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OCCUPATION Teacher Others None Total

8 2 1 11

72.73 18.18 9.09 100

The table shows the profile of the respondents according to their present occupation. Only 8 or 72.73% of the respondents were able to be employed as teachers; however, one of them teaches SPEd. 2 or 18.18% of the respondents got jobs not related to the course they had taken while only 1 or 9.09% of the respondents was not working. TABLE NO. 6. Profile of the respondents according to Employment EMPLOYMENT School Others FREQUENCY 8 2 PERCENTAGE 72.73 18.18

None 1 9.09 Total 11 100 The table shows the profile of the respondents according to employment. 8 or 73% of the respondents were able to be employed in schools while 2 or 18% of the respondents were employed on other companies not related to teaching. Only 1 or 9% was not employed in any employment station. 2. What are the factors that contributed in getting the present occupation?

The common factors that contributed in getting the present occupation are having the passion, confidence, and good communication skills. There are also

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some who asserted that they have patience, attitude, willingness and enthusiasm that helped them in getting their jobs.

3. If they are teaching profession, what problem or challenges have the respondents encountered?

From the information given by the respondents, one of the problems that they had encountered in teaching is having difficulties in classroom management. Some of their students also take longer time before they understand the lesson that is why the teacher puts more effort in his / her teaching so that the students can understand the lesson very well.

4. What teacher-related activities can the respondents consider as selffulfilling as a teacher?

Based on the information that the researchers had gathered from the respondents, they felt most fulfilled when the students learned and appreciated the things that they had taught, and when they showed gratitude for the knowledge they had acquired.

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Chapter 4 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This

chapter

presents

the

summary

of

findings,

conclusions

and

recommendations. This study sought to know the whereabouts of the English major graduates of the College of Education of University of Perpetual Help System - DALTA SY 2007 2010.

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Specifically, this study answers the following questions: 1. What is the profile of the respondents? 2. What are the factors that contributed in getting the present occupation? 3. If they are in the teaching profession, what problems or challenges have the respondents encountered? 4. What teacher-related activities can the respondents consider as self-fulfilling as a teacher? SUMMARY OF FINDINGS Based on the data gathered and analyzed by the researchers, the study disclosed the following: 1. Majority of the English major graduates are in teaching profession where 8 or 73% of the respondents belong to; however, one of them teaches SPEd. 2 or 18% of them are in other profession far from the course taken while only 1 or 9% is unemployed. 2. Most of the employed answered that they had passion, confidence, and good communication skills which contributed in getting the present occupation. For the employed teachers, the problem or challenge that they commonly encountered is the difficulty in classroom management. Few of them had a hard time with their students some of their students are having difficulty in understanding the lesson. CONCLUSIONS In the view if the findings drawn from the data and information shown, the following conclusion arrived at:

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Few of them were either employed in other profession not related to the course taken or unemployed while the majority of the respondents were able to be teachers; however, there is one who teaches other subject. The reason why they got their occupation is having positive characteristics of an ideal teacher. There were also problems that they encountered as teachers that they wanted to solve. RECOMMENDATIONS On the basis of the findings of the study and from the conclusion drawn, the following recommendations are posed: 1. For the employed teachers, they have to be innovative in creating activities that will encourage the students to participate in the discussion and to understand the lesson very well. 2. If the teachers have a hard time in classroom management, they must be giving house rules before they proceed to the lesson. Also, they must create an activity which involves silence like silence game and the like. 3. For the respondents who are in other profession, they must also try to apply as teachers in some schools. If they are not interested in doing so, apply other things that they have learned from their previous experiences in studying in order to keep up their good work in the employment station they are in now. 4. For the unemployed, since he was not able to pass the Licensure Examination for Teachers (LET), he could probably review and take new LET.

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5. For the future educators, take a job that is suitable to the course taken in

order to really apply what you have learned from the discussions.

APPENDICES APPENDIX A University of Perpetual Help System DALTA College of Education Pamplona, Las Pias City December 20, 2010 Dear Respondents: We are third year Education students who belong to a thesis writing class of University of Perpetual Help System DALTA, College of Education. Currently we are working on our thesis entitled, TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF

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UPHSD SY 2007 2010 in partial fulfillment for the degree of Bachelor of Secondary Education. In this connection, we are asking your cooperation by answering the questionnaire honestly. Rest assured that your answers will be kept confidential. Thank you very much. Respectfully yours, JUDEA MAE ESPAOLA MARIA CRISTINA HONRADA BOMIN LEE VERNALD SABALZA JOHN PHILIP TAMPUS

Noted by: MRS. CECILIA V. RANCES APPENDIX B University of Perpetual Help System DALTA College of Education Pamplona, Las Pias City March 15, 2011 Mrs. Emerlyn Managuas Pre-school Coordinator College of Education Madam: We are third year students who belong to a thesis writing class of University of Perpetual Help System DALTA, College of Education. Currently we are done with our thesis entitled, TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF UPHSD SY 2007 2010 in partial fulfillment for the degree of Bachelor of Secondary Education. 45

In this connection, may we ask you to be one of the panelists on Friday, March 18, 2011, 8:30am at room 125. Thank you very much. Respectfully yours, JUDEA MAE ESPAOLA MARIA CRISTINA HONRADA BOMIN LEE VERNALD SABALZA JOHN PHILIP TAMPUS Noted by: MRS. CECILIA V. RANCES

APPENDIX C University of Perpetual Help System DALTA College of Education Pamplona, Las Pias City March 15, 2011 Mr. Dane B. Jacinto Chair, Education Programs College of Education Sir: We are third year students who belong to a thesis writing class of University of Perpetual Help System DALTA, College of Education. Currently we are done with our thesis entitled, TRACER STUDY ON THE WHEREABOUTS OF THE ENGLISH MAJOR GRADUATES OF THE COLLEGE OF EDUCATION OF UPHSD SY 2007 2010 in partial fulfillment for the degree of Bachelor of Secondary Education. 46

In this connection, may we ask you to be one of the panelists on Friday, March 18, 2011, 8:30am at room 125. Thank you very much. Respectfully yours, JUDEA MAE ESPAOLA MARIA CRISTINA HONRADA BOMIN LEE VERNALD SABALZA JOHN PHILIP TAMPUS

Noted by: MRS. CECILIA V. RANCES

APPENDIX D THE SURVEY QUESTIONNAIRE Name: __________________________________Year Graduated: _____________ Directions: Please answer the needed data. 1. Age ____________ Date of Birth _________________ Place of Birth __________ 2. Civil Status _______ Married If married, name of spouse________________ _______ Widow/er Occupation: _________________ _______ Separated Number of Children: _________________ 3. Course Graduated: _____ BEED Area of Specialization: _________________ _____ BEED Area of Specialization: _________________ 4. Honors Received___________________________________________________

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5. LET Passer? ______ Yes ______ No If Yes, What is your passing grade?_____ 6. Are you already teaching? ________ Yes _______ No If Yes, for how many years now? ___________________ Write the school, grade/year level where you are teaching. School:_______________________________________________________ Grade/Year Level:______________________________________________ Address:______________________________________________________ Contact Number:_______________________________________________ If No, where are you connected with? Company/Employer:_____________________________________________ Address:______________________________________________________ Contact Number:_______________________________________________ 7. Are you pursuing your studies? _______ Yes _______ No

If Yes, what graduate course are you taking up now? Where? Course:_______________________________________________________ University:_____________________________________________________ Address:______________________________________________________ 8. What is your present position?_________________________________________ 9. What do you think are the factors that help you most in getting your present position? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 10. What problems/challenges did you encounter as a teacher? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 11. What do you do to resolve the problem/s? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 48

___________________________________________________________________ 12. What are the things that you consider self-fulfilling as a teacher? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 13. This tracer brings you and your Alma Mater closer together amidst the passage of time. Any inspiring message to our Education and our students who will someday be teachers? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

CURRICULUM VITAE
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PERSONAL DATA Name: Birthdate: Birthplace: Civil Status: Religion: Languages spoken: Mobile Number: Email address: JUDEA MAE VILLANUEVA ESPAOLA May 3, 1991 Perpetual Help Medical Clinic Single Born Again Christian Filipino, English 09176021335 ejudea@gmail.com

EDUCATIONAL ATTAINMENT: Tertiary: Secondary: Elementary: University of Perpetual Help System-DALTA 2008 to date CAA National High School-Main 2007-2008 Jesus Caring Hand Foundation School 2003-2004

AFFILIATIONS/ ORGANIZATIONS: Vice-President, Education Student Council 2010 to date Secretary, Education Student Council 2009-2010

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P.R.O., Elite English Club 2010 to date Treasurer, Elite English Club 2008-2009 Secretary, Associate Editor, News Editor Educators Scroll: The official paper of the College of Education 2010 to date Treasurer, Supreme Student Government, CAA National High School-Main 2007-2008 President, Filipino Club (CAA National High-School-Main) 2007-2008 ACHIEVEMENTS: Class Valedictorian, Jesus Caring Hand Foundation School 2003-2004 Best in English, CAA National High School 2007-2008 President Golria Macapagal-Arroyo Campus Journalist Award Recipient, 2007-2008 Champion, Reading Proficiency Contest, Division Level 2006-2007 Champion, Reading Proficiency Contest, Regional Level 2006-2007 Champion, Extemporaneous Speech Contest, Education Days 2008-2009

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PERSONAL DATA Name: Birthdate: Birthplace: Civil Status: Religion: Languages spoken: Mobile Number: Email address: MARIA CRISTINA HONRADA November 24, 1985 Don Fabella Hospital, Sta. Cruz, Manila Single Roman Catholic Filipino, English 09058241930 jehlira_07@yahoo.com

EDUCATIONAL ATTAINMENT: Tertiary: University of Perpetual Help System-DALTA Alabang Zapote Road, Las Pias City Bachelor of Secondary Education Major in English 2008 to date Adamson University 900 San Marcelino St., Ermita, Manila Bachelor of Secondary Education Major in Computer Technology 2004 to 2005 Adamson University 900 San Marcelino St., Ermita, Manila Bachelor of Science Major in Biology 2002 - 2004 Secondary: Adamson University 900 San Marcelino St., Ermita, Manila 1998 - 2002 Moonwalk Elementary School Moonwalk Village, Talon 5, Las Pias City 1994 1998 School of the Holy Spirit Marcos Alvarez Avenue, Talon 5, Las Pias City 1992 1994 52

Elementary:

AFFILIATIONS/ ORGANIZATIONS: President Education Student Council Vice - President Elite English Club Managing Editor, Lay-out Artist, Literary Editor Educators Scroll 2010 to date Treasurer Elite English Club P.R.O. Educators Scroll 2009 2010 MUSIKHA (Malayang Ugnayan ng Sining at Karunungan) Adamson University Campus Based Dance Coordinator 2003 2004 Tinik ng Teatro member 2003 - 2004 ACHIEVEMENTS: 5TH Honor Grade 2 School of the Holy Spirit 1993 1994 Top 3 in Class Grade 3 Moonwalk Elementary School 1994 1995 Top 5 in Class Grade 4 Moonwalk Elementary School 1995 - 1996 Top 2 in Class, Best in English, Best in Math, Grade 5 Moonwalk Elementary School 1996 1997 Top 1 in Class, Best in English, Best in Science, Best in Filipino Grade 6 Moonwalk Elementary School 1997 1998 Top 3 in Class 1st Year High School Adamson University 1998 1999

Top 5 in Class 2nd Year High School Adamson University 1998 1999 Champion, Solo Singing Contest, Education Days 2009 2010

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PERSONAL DATA Name: Birthdate: Birthplace: Civil Status: Religion: Languages spoken: Mobile Number: Email address: BOMIN LEE November, 30, 1989 Republic of Korea Single born again Christian Korean, English 09266902417 e_bomin@naver.com

EDUCATIONAL ATTAINMENT: Tertiary: University of Perpetual Help System-DALTA 2008 to date De La sale university, Manila 2007-2008 Southville International school and colleges 2004-2007 Dong Gu middle school, South Korea 2002-2004 Doin In Elementary school, South Korea 2000-2002 Jang Hyun elementary School, South Korea 1996-2000

Secondary:

Elementary:

ACHIEVEMENTS: Bronze Medalist, Southville International School 2006-2007 3rd year Pink Academic Award, Southville International School 2005-2006 54

PERSONAL DATA Name: Vernald A. Sabalza Birthdate: Dec. 28, 1991 Birthplace: Tondo, Manila Civil Status: Single Religion: Roman Catholic Languages spoken: Tagalog, English Mobile Number: 09997927139 Email address: vernald_sabalza@rocketmail.com EDUCATIONAL ATTAINMENT: Tertiary: Secondary: Elementary: University of Perpetual Help System-DALTA 2008 to date Bacoor National High School 2004-2008 Joy of Mary Learning School 1998-2000 Salawag Elementary School 2000-2004 Organization: Auditor, Elite English Club 2010-2011

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PERSONAL DATA Name: Birthdate: Birthplace: Civil Status: Religion: Languages spoken: Mobile Number: Email address: JOHN PHILIP MORIMONTE TAMPUS March 22, 1992 Leyte Single Roman Catholic Filipino, English 09287843079 jampus2208@yahoo.com

EDUCATIONAL ATTAINMENT: Tertiary: Secondary: University of Perpetual Help System-DALTA 2008 to date Masville National High School 2005-2008 Paraaque National High School 2004-2005 Fourth Estate Elementary School 1998-2005

Elementary:

AFFILIATIONS/ ORGANIZATIONS: Vice-President, Associate Editor, Educators Scroll 2010 -2011 Business Manager, Elite English Club 2010-2011 Assistant Director, Speech and Stage Arts The Count of Monte Cristo 2010-2011 56

Business Manager, Education Student Council 2009-2010 P.R.O., Education Student Council 2008-2009 4th year level representative, Supreme Student Government 2007-2008 Photo Journalist, Masvillian Link 2007-2008 ACHIEVEMENTS: Valedictorian, Sampaguita Hills Day Care Center 1997-1998 3rd year Magnolias 1st Honor, Masville National High School 2006-2007 Deportment Award, Masville National High School 2007-2008 Leadership Award, Education Days 2008-2009 3rd Placer in Oration, Education Days 2008-2009 3rd Placer in Extemporaneous Speech Contest, Education Days 2009-2010

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REFERENCES

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