EFFECTIVE IMPLEMENTATION OF TECHNICAL-VOCATIONAL

SKILLS TRAINING: RESTRUCTURING LUCENA MANPOWER

SKILLS TRAINING CENTER AS AN INSTRUMENT FOR
SUSTAINABLE POVERTY ALLEVIATION IN LUCENA CITY

A Special Research Project

Presented to

THE GRADUATE SCHOOL

Polytechnic University of the Philippines
Manila

In Partial Fulfillment of the Requirements

for the degree
Master in Public Administration

By

CRISELDA C. DAVID, A.B.

March 2017

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 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Poverty is one of the perennial problems that all local government units in

the Philippines had to deal with.

An estimated 10.5 million Filipino families consider themselves poor, the

results of the latest Social Weather Stations (SWS) survey showed. According to

the results of the First Quarter 2016 SWS survey first published in Business

World on May 27, 46% of respondents rated themselves as poor a 4-

percentage point decline from 2015s 50% or 11.2 million families. With this, the

magnanimous population of the impoverished citizen in the country is

sPOomething that cannot be ignored.

The magnitude of poverty is substantial and in order to significantly reduce

this, an honest-to-goodness national effort combating the root causes of poverty

should be sustained.

Anti-poverty programs and projects, including delivery of social services,

for the poor and vulnerable are continuously being implemented. At present, the

Philippine government under the Duterte administration has focused its pro-poor

interventions on reducing hunger through an accelerated hunger mitigation

program as well as continuing programs for low-cost medicines, subsidized rice,

scholarships for poor but deserving students, technical-vocational skills training

and health insurance for indigent families, among others.

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 Answering this need in the local level, the Lucena Manpower Skills

Training Center was tasked by the Citys Local Chief Executive, Hon. Roderick A.

Alcala to effectively implement the technical-vocational skills training through the

restructuring of the Center as an instrument for sustainable poverty alleviation.

Technical-vocational education refers to the educational processes that

involve the study of technologies and related sciences and the acquisition of

practical skills and knowledge aimed at discovering and developing the individual

for employment in various sectors of economic and social life.

In recent times, the economic, technological, demographic, societal and

educational context in which vocational technical education is practiced has

changed (Moss & Liang, 2010). These changes offer a great challenge to the

delivery of vocational technical education. Vocational technical education must

respond appropriately to these changes in order to remain relevant in preparing

individuals to be able to take advantage of the opportunities for the kind of

workforce needed in todays world of work. In this regard, effective leadership

becomes an important variable that must be considered in the new vocational

education environment.

Today, the challenges facing vocational technical education includes the

need for advanced technological skills, collaboration and teamwork, dramatic

technological advancement in workplace and changing family structure (McElvey,

Hall & Lynch, 2007).

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 The local government believes than at the lives of impoverished Lucena

City families would be improved through the restructuring of this program.

Since the 2000`s technological advancements have accelerated beyond

expectation. The technology associated with many career fields is constantly

changing. Vocational technical education must, therefore, deliver meaningful and

relevant programs to learners with future employment as the goal (Bronker,

2013).

Again, being technologically educated today is not enough to guarantee

job success. The world of work needs experienced, competent and specialized

human beings with the ability to learn quickly and understand sophisticated

technology. There is the need for vocational technical education to prepare

individual with skills necessary to find and maintain employment.

This will involve the provision of skills such as critical thinking, problem

solving, career development, and lifelong learning (Naylor, 2006). This task is

attainable if vocational and technical education in Lucena City sees change in

terms of structures, programs, processes, and practices in order to be effective in

meeting the expectations and challenges in contemporary times.

Background of the study

Established in 1981 under the administration of former Mayor Mario

Tagarao and under the guidance of then Governor Anacleto Alcala, the LMSTC

has been under the auspices of the City Planning and Development office and

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has been one of the active programs of the City Government of Lucena in terms

of providing skills training for the Lucenahin. Since then to date, it has produced

more than 65,000 graduates in the various technical-vocational training areas

and has equipped then with skills which are relevant and responsive to changes.

It continually holds strong partnership with TESDA in providing short term

courses to its constituents for free.

The Center envisions to become the center of information of the local

manpower system; able to identify, direct and provide an effective and relevant

area of technical-vocational education training for domestic and overseas labor

market.

As stated in the vision, they aim to serve as local institutional training

venue of the City for technical-vocational education training system as

encompassed in TESDA's training delivery, mechanism, standards and

dimensions.

The LMSTC is open to out-of school public, high school/college graduates/

undergraduates, employed or unemployed residents of Lucena City who wish to

avail of its services and facilities provided they meet the center's regulations and

requirements.

Among its offered trainings are the following: Auto-diesel Mechanic, Auto-

wiring Electrical, Driving and Troubleshooting, Baking, Computer Technician,

Dressmaking, Electrical Appliances Technician, Hair Science & Cosmetology,

Reflexology, Welding, Building & Industrial electrician and Refrigeration & Air

Conditioning Servicing.

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 The program has been implemented since 1981 and started with less

courses offered. Now, it is estimated that more than 65,000 individuals graduated

under the Center and has 7 out of 12 courses with 100%-passing rate on Tesda

NC II examinations. Once an individual passed any TESDA National Certification

II (NC II) examination, he/she is automatically regarded as TESDA-certified. It

means that he/she is competent in the set of knowledge and skills desirable in a

given workplace, be it in the local or foreign setting.

Technical and Vocational education (TVE) could be described as that

aspect of education which provides the recipients with the basic knowledge and

practical skills necessary for entry into the world of work as employees or as self-

employed.

Oni (2007) defined TVE as that type of education which fits the individual

for gainful employment in recognized career as semi-skilled workers or

technicians or sub-professionals. According to Maclean & Wilson (2009) TVE is

concerned with the acquisition of skills and knowledge for employment and

sustainable livelihood.

Abassah (2011) expressed that technical education involves training in the

process of relating both science and technical education to practical problems

right from primary to higher level of education; this is because it aims at

developing practical skills as well as the creative and innovative abilities and

enable decision making skills and problem solving abilities.

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 The major objective of all TVE is the acquisition of skills and attitudes for

gainful employment in a particular occupation or professional area. The need to

relate training to employment either self or paid employment is at the base of all

the best practices and approaches observed throughout the world. One of the

most important aspects of TVE is its inclination towards the world of work and the

emphasis of the curriculum on the acquisition of employable skills. TVE delivery

systems are therefore, well placed to train the skilled workforces that the nation

needs to create wealth and come out of poverty.

Concept of Poverty

There are several definitions of poverty depending on the context of the

situation and the views of the individual defining the concept. Poverty is

commonly referred to as the state of human beings who are poor. That is, they

have little or no material means of survival little or no food, shelter, clothes,

healthcare, education, and other source of livelihood in order to be able to

improve their standard of living.

A poor person is considered as an individual without a job, someone who

cannot help himself or cater for his family, who has no money, farm, business or

means of livelihood (Oseni, Ehikioya, & Ali-Momoh, 2011). A poor person is

termed as somebody who is malnourished and ageing fast, one without self-

confidence, looks unclean and lives in a filthy environment (Elumilade, Asaolu, &

Adereti, 2006).

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 Poverty is marked deprivation in well-being, and comprise ofmany

dimensions. It includes low incomes and thelack of ability to procure the basic

goods and services essential for survival with dignity. It also comprises of low

levels of health and education, lack of access to clean water and sanitation,

poorphysical security, lack of voice, and inadequate capacity and opportunity to

better ones life.

According to Klebanov (Oseni, etal., 2011) the effect of poverty was seen

among children as young as two years of age. People living in poverty, especially

women and children, suffer most from different forms of social and economic

deprivation, which include hunger and malnutrition, insufficient health care, lack

of access to quality education, and low self-esteem. Unemployed youths without

any productive usage of their time are easily resort to crime and violence. The

risk is greatest with unemployed youth in conflict or post-conflict areas. Poverty is

therefore a risk to national stability and good governance.

However,Payne (2005) acknowledged that people normally make

decisions based on the roles and values of the class to which the individuals

belong. For a low income class whose lives are based on the present and

meeting their immediate needs, are based on survival, relationships and

entertainment. For the middle class, decisions are made based on work and

achievement, planning and preparing for the future. The rich group makes

decisions based on social, financial and political connections that consider

traditions and past history. Poverty may also be understood as an aspect of

unequal social status and inequitable social relationships, experienced as social

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exclusion, dependency, and diminished capacity to participate, or to develop

meaningful connections with other people in society Silver (Oseni, etal, 2011).

Differences in values are illustrated in attitudes towards food. For

example, for the low income earners, having enough to food satisfy hunger is

most important, while for middle income group, enjoying the quality of the food is

important, but for the rich or wealthy, the presentation of aesthetically pleasing

food is the most important.

Poverty level in Lucena

Lucena City was the area of concentration of the author as it is the capital

city of Quezon province and belongs to the 20 most competitive cities of the

Philippines. Nearby towns include Pagbilao (east), Tayabas (north) and Sariaya

(west). It has a latest annual income of at least Fifty Million Pesos

(P50,000,000.00) and the only first class, highly urbanized city in the Calabarzon

Region (MyLucena, 2011).

As of the Community Base Monitoring System census as of 2012, the total

number of population of the city is 271,792 among the 56,232 households. It is

projected that this year 2017, the total number of population is around 350,000 in

over 100,000 households.

The City of Lucena is considered as one of the growth centers in Southern

Tagalog. It is the gateway to Southern Tagalog, Metro Manila and other parts of

mainland Luzon from the Bicol region and the island provinces of Marinduque,

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 Masbate, Palawan and Romblon. With these qualities, there is indeed no doubt

that Lucena is one of the promising cities in the country.

However, looking among its shanties, it is very typical to see and hear

children on the streets. These children come from poor families who are suffering

from much financial stress despite governments various poverty-alleviation

programs. These children usually live from hand to mouth, working in some odd

jobs; if they have no job, the steal to eat, and if they have extra money, they buy

drugs. Furthermore, if they could grow up, the situation might be worse because

they would grow up with no special skills and the few jobs they could do would all

be taken by younger children. Therefore, their future seems difficult especially

when job generation is scarce.

Indeed, one of the miseries brought by the modern civilization is this

situation. With the above premises in mind, the researcher conducted this study

to assess the effective implementation of technical-vocational skills training:

restructuring Lucena Manpower Skills Training Center as an instrument for

sustainable poverty alleviation in Lucena.

Statement of the Problem

The aim of this study is to assess the effective implementation of

technical-vocational skills training: restructuring Lucena Manpower Skills Training

Center as an instrument for sustainable poverty alleviation in Lucena.

Specifically, the research aims to answer the following questions:

1. What are the common problems of Lucena Manpower Skills Training

Center (LMSTC) in terms of program administration and operation?

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2. What are the different economical, political, socio-cultural,

ecological/environmental and other factors which affect the operations of the

programs of LMSTC particularly in addressing unemployment?

Theoretical and Conceptual framework

The Philippines has been battling against poverty for over several years

now. The problem with poverty was inherited by every president, the highest

ranking official of the republic. Because poverty continues to worsen every now

and then, the leaders of the country have their own strategies and policy

adaptations to combat this serious issue.

The introduction of technical-vocational education (TVE) or the K to 12

program in the school curriculum has a checkered history, which shapes modern

provisions of access and quality. In the developed world, it has been a long effort

along class lines to persuade the wider society that TVE could be both

academically demanding and more so, rewarding, in an individuals life.

In Germany, the level of educational accomplishment is comparatively

high and the level of youth unemployment is low as a result of the dual training

system. The German Dual System of Vocational Education and Training for

skilled workers, sometimes also referred to as the German System of

Cooperative Vocational Education and Training or System of Dual Training,

features almost 70% learning in the industries and 30% learning in vocational

institutions (Dittrich, 2010). The real training takes place in industries while the

vocational schools offer theoretical and background knowledge as well as

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replication of the learning experiences at the work place (Dittrich, 2010). The

industries are responsible for the training youths in one vocational skill or the

other. It is reported that, in 2001 two-third (2/3) of young people aged under 22

began an apprenticeship. 78% of same completed it; meaning 51% of all youth

under 22 have completed an apprenticeship. One in three companies offered

apprenticeships in 2003; in 2004 the government signed a pledge with industrial

unions that all companies except very small ones must take on apprentices

(Abdulkarim & Ali, 2012).

In Australia, TVE is mostly post-secondary and offered through the

vocational education and training systems normally carried out by registered

training organizations. This system involved both public and private providers in a

national training framework, comprising of the Australian

Quality Training Framework, Australian Qualifications Framework and

Industry Training Packages. Their responsibility is to assess standards for the

different vocational qualification It is commendable to note that, 60% of the

funding for apprenticeship in Australia is done by industries and not the

government (Australian Qualifications Framework, 2007).

In Hong Kong, the Hong Kong Institute of Vocational Education(IVE)

provides training in nine different vocational fields, namely applied science,

business administration, child education and community services, construction;

design ,printing, textiles and clothing. Hotel service and tourism studies,

information technology; electronic engineering are being offered to post-

secondary 3,5 and 7 students which prepares them for the world of work, hence

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creating employment opportunities for the youths. In a nutshell, most if not all of

the developed countries grew up to where they are today due to the unanimous

efforts for acquiring skills to the youths for tackling unemployment in their country

(Abdulkarim & Ali, 2012).

However, Singapore has thus sought to improve its technical training

substantially over the last two decades and is successful in doing so. In

Singapore (20.3%) graduated from the National University of Singapore or the

Nanyang Technological University. More than (35%) graduated from the

polytechnics and 16.2% graduated from the Institute of Technical Education

Kirchberger (Kingombe, 2011).

It was also recognized that there was a need to further upgrade

Singapores work force. Proposed initiatives included a three-tiered system of

universities to offer a broader tertiary education base as well as provide to

specializedplaces. It was recommended to set up a core of quality commercial

schools for on-the-job advancement. Attracting multinational corporations to set

up regional training amenities in Singapore is an established approach that is

seen as encouraging a greater distribution of organizational and technological

knowledge (Song Seng, 2007)

In the US, the Office of Vocational and Adult Education (OVAE) is created

under the United States department of education to provide Adults and youths

with vocational skills to live on instead of being dependent and unproductive. On

the other side a post-secondary education training is to enable graduates of

secondary schools to learn skills that will enable them to get means of becoming

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productive members of the society, hence curbing unemployment among its

populace. The strategy went on to establish community colleges to supply

workforce and economic development. The program falls into four general areas

which are: Adult education and literacy represented within OVAE by the Division

of Adult Education and Literacy (DAEL). Rural education represented by the

center for rural education. Career and technical education and Community

colleges (Abdulkarim & Ali, 2012).

It is important to conduct a study about this project which has the objective

to gradually reduce the rate of poverty in the country through investing in human

capital, developing the people themselves through technical-vocational skills

training.

To the mind of the researcher, an evaluation or analysis about this project

is necessary to clearly see its impact on poverty, especially to the graduates of

Lucena Manpower Skills Training Center. To that effect, these workers are

empowered and the pursuit for academic excellence for this research is

achieved.

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Based on the study foregoing related sources and discussion, the study adopted

the paradigm as framework in the conduct of the study.

Input Process Output

Implementatio Analysis
Analysis of
of Improved
Improved
n of programs data
data Implementatio
Implementatio
of Lucena evaluation
evaluation of
of nn and
and
Manpower LMSTC
LMSTC Administratio
Administratio
through
through aa nn of
of the
the
Skills Training survey Program
Program
survey
Center questionnaire
questionnaire

BENEFICIARIES
FEEDBACK

Schematic Diagram of the Conceptual Framework

As shown in the paradigm, the study focused on the assessment of the

effective implementation of technical-vocational skills training: restructuring

Lucena Manpower Skills Training Center as an instrument for sustainable poverty

alleviation in Lucena, utilized the evaluation process to be performed by the

beneficiaries of the program so that the output, improved implementation and

administration process of the program can be achieved.

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Significance of the Study

The significance of this study is to assessment of the effective

implementation of technical-vocational skills training: restructuring Lucena

Manpower Skills Training Center as an instrument for sustainable poverty

alleviation in Lucena.

The output of this study will be of great importance to the following:

The PUP MPA Students: This will also assist them in their effective and

efficient performance in their respective field, as they are part of the growing and

efficient working-class movement.

The Professors: It will inspire and motivate them further in their endless

search for better and effective techniques in teaching more effective Public

Administration subjects.

The PUP Academic community: The researcher believes that this research

will

serve as a guide and would be of huge importance to the academic community

of Polytechnic University of the Philippines in Unisan, Quezon, particularly those

who take up Master in Public Administration degree.

Likewise, this work will be of high significance to those researching for

this

particular topic. It will provide them opportunities to become more aware of the

technical-vocational program of the City Government of Lucena City. In this way,

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it will prepare every student to become a responsible and aware working-force

and skilled labor of our society.

As such, this will aid them become educationally, emotionally and socially

conscious in their everyday living. The legacy of quality teaching-learning

process inside the Polytechnic University of the Philippines in Unisan, Quezon

serves as the thrust of this research. This will largely concern on establishing

facts and figures to further penetrate the study on the conditional cash transfer

program of the government.

These will largely concern on establishing facts and figures to further

penetrate the study into insights to attain an atmosphere conducive to the

researcher, the respondents and the Polytechnic University of the Philippines in

Unisan, Quezons academic community.

The significance of this study determined the assessment of the effective

implementation of technical-vocational skills training: restructuring Lucena

Manpower Skills Training Center as an instrument for sustainable poverty

alleviation in Lucena, School Year 2016 2017.

The recent dilemma of the Philippine Government on addressing the real

causes of poverty in the lives of every Filipinos serve as the driving force of this

study.

These largely concerned on establishing details and statistics to further

penetrate the study into insights to attain an atmosphere conducive to

Polytechnic University of the Philippines academic community and to the citizens

of Lucena City.

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 Likewise, this work was highly significant to those researching for this

particular topic, particularly to Master in Public Administration student majors as

well as to students not majoring it.

Scope and Delimitations

This research focused on the assessment of the effective implementation

of technical-vocational skills training: restructuring Lucena Manpower Skills

Training Center as an instrument for sustainable poverty alleviation in Lucena.

This study was limited to the selected beneficiaries of selected barangays in

Lucena City through purposive sampling.

The conduct of this study covered school year 2017. Data gatherings were

through questionnaires and interviews.

Definition of Terms

For better understanding and precision, the researches briefly explain the

following terms used in this scholarly work:

Analysis refers to the assessment of the condition of families-

beneficiaries on their respective barangays.

Community refers to a group of interacting organisms sharing a

populated environment.

Country refers to a nation or state that is politically independent, or a land

that was formerly independent and remains separate in some respects

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 Development here refers to the process of change; the process of

changing and becoming larger, stronger, or more impressive, successful, or

advanced, or of causing somebody or something to change in this way

Education here refers to the imparting and acquiring of knowledge through

teaching and learning, especially at a school or similar institution

Findings refers to research result: a piece of information obtained from an

investigation, especially scientific research

Influence here refers to the power or capacity of causing an effect in

Indirect or in tangible ways.

Performance refers to the actual accomplishments as distinguished from

potential, ability, capacity and/or aptitude.

Problem refers to a situation that needs solution.

Security refers to state or feeling of safety: the state or feeling of being

safe and protected

Society here refers to relationships among groups: the sum of social

relationships among groups of humans or animals

Sustainability here refers to the ability to be maintained at a certain rate

or level.

Study refers to the process of learning about something through intensive

reading and researching

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