Dropouts Continue Their Studies Through

LAGUNA COLLEGE OF BUSINESS AND ARTS
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
According to our National Hero, Dr. Jose Rizal, “Youth is the hope of our
nation”, in their hands lays the choice of making their nation great. They are the
generation destined to change the world. Soon they will become our future
leaders as they are being molded at present to become better citizens of the
country. They are young and restless. But, what he actually wanted to say is,
“The educated youth is the hope of the fatherland.” Education can equip a solid
knowledge that will elevate to accomplish noble purpose. Therefore, without
education, the youth is not the hope, but becomes the curse of the nation. This
young generation had started to become a nuisance to the society. Many of them
involved in crimes, rebels who go to the streets and crying for the destabilization
of their own government and all other things that they do not come to realize
jeopardize their own future.
There is so much untapped potential among out-of-school youth,
many of whom were not able to finish their studies. Lack of interest to study
or going to school, unsupportable parents and financial constraints are some
common factors and reason for the rising of the Out-of-School-Youth. The
youth faced, reflecting different needs, circumstances, considerable social
and economic pressures, and corresponding interventions. OSY in the

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including pressure from parents to contribute to 7-14 age group are
predominately male and household income or help with housekeeping, from
rural areas. In the 15-24 age group, there and pressure from peers to try
drugs or belong to are significantly more female.
There are a lot of out of school youth here in the Philippines, The
children’s' right are deprive form this privileges, to have a free educational
program of the Government. One of the major problems in the Philippines is the
increasing number of out-of-school-youths (OSYs). OSYs are broadly defined as
youth aged 7-24 who are not in school and who are lacking basic skills. In
2010, a government survey found that the Philippines had some six million OSYs
that year. They are vulnerable population with complex needs mainly due to lack
of personal interest to go to school coupled by the high cost of education and the
desire to work. There is so much untapped potential among OSYs. It is true that
when a child leaves school, his basic education comes to halt. Without
education, the youth may lack the capability to achieve valuable functioning as
part of the community living. The Department of Education is alarmed on these
issues. A significant fraction of Filipino children are currently not in school.
Meeting the goal of “Education for All” obviously requires paying attention to
OSYs. Their big challenge is how to encourage the OSYs to return to school and
finish their studies.

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There are plenty of reasons why there are OSYs. Among the most
common factors why children leave the school is poverty. Although the
government addresses the needs of the youth for free education in public school,
still, the number of OSYs increases. Even if education is free, many families
could not afford to let their kids go to school because of the lack of essential
needs such as paper and pen. Child labor, as a contributing factor, is one of its
fruits whereas poverty is the tree itself. Child labor refers to the illegal
employment of children under 18 years old in hazardous occupations. Under-
aged children are being forced to manual labor to help their families due to
poverty. Child labor has many ill effects in children who are supposed to be in the
environment of a classroom rather than roaming the streets and risking every
chance, time and time again, to earn enough money. Although most do get the
privilege of education, most end up being drop-outs and repeaters because they
are not able to focus on their studies. It cannot be denied that the Philippines is
a third world country where poverty is rampant and the hardships of life is in one
package deal already. To the very poor families, food is of prime importance
rather than investing for the education for their children.
Another reason could be having non-supportive parents. Instead of
motivating their children to go to school, they may motivate their children to work
early and contribute to the family income instead. The family plays a significant
role in the lives of out-of school youth. Parents serve as role models to their
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children, whatever the situation is. The mother is viewed as the youth’s confidant
and teacher. Family togetherness is the primary source of joy; conversely,
separation, death and disagreement among the family members may cause the
youth grief and stress. These greatly influence their mental state that may
eventually lead to the lack of interest to study.
Bad peer pressure is also a great factor contributing to having OSYs. They
may have dropped out because of the influence of bad peers. Adding to the
context is that there are a lot of bad vices that influence teens these days. Drugs,
drinking at an earlier age, and smoking have been very common among youths.
Laziness may also be a factor in most of the students, as consequences of lack
of motivation to study.
The researcher shared the common observation that among the families
in the Barangay Bambang, Los Banos, Laguna, poverty, bad peer pressure and
the lack of parental support have driven the youth to stop schooling. Poverty is
evident in this community. Family of the out-of-school-youth has shown lack of
support for the schooling in this barangay, hence, motivation towards education
is affected. These are concerns that the researcher tries to address through the
conduct of the study on the level of support extended by the parents and the
level of interest by their children to study.
Theoretical Framework
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This study is anchored on the following theoretical models on: The
Student Retention/dropout (Tinto’s Model, 2008 ), Substance of Family Structure,
The behavior of the youth regarding to dropout or persist their study is
based on the environmental factor and the person factors (Street, H. 2010).
Regarding the environmental factor the family support plays a big role on
persisting or dropping out from school. The behavior of the children is mold at
home by our parents. Children learn from and are influenced most by those
persons who are most meaningful to them, and the most meaningful adults are
those to whom the child is emotionally attached. If a child does not have a strong
emotional attachment to a parent, the effectiveness of the parent as a teacher
and moral guide is greatly diminished. Most of the children copied what the
adults did (John M. Grohol, Psy.D., 2010) If the parent did not finish their study
there is a chance that their children did not also finish their studies. Motivation to
finish their study from the parent should practice and implement. Figure out from
the parent who did not finish their studies should always discuss the
consequences that possible happen in the future. Regarding the person factors,
the youth themselves has a strong self-efficiency, self-determination that can
motivate them to finish their studies governing themselves on how handling such
influences in persisting or dropping out from the school. Considering the time
management in studying and other activities can help them to prioritize what is
more important. Education is the right of the youth stated in the Philippines
constitution that every child has the right to study. From the parent side it is their
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obligation and responsibility to send their children in school. The Philippine
government provides the free education to achieve the goal of education for all.
With the help of the Department of Education the out-of-school-youth will provide
them to continue their studies under the Department’s program.
This Substance of family Structure theories is used extensively in academic
advising and career services. It also describes how students make decisions that
affect themselves and others. (Dallas Long, 2012). Poor communities may
influence child and adolescent development through the lack of resource
(playgrounds and parks, after-school programs) or negative peer influences.
Community residence may also influence parenting practices over and above
parental education and income. Finally, students living in poor communities may
also be more likely to have friends as dropouts, which increase the likelihood of
dropping out of school.
When youth drop out of school, it isn’t always an intentional decision. Many
say they simply stopped going to school one day and no one objected. Some
youth may drop out because they have problems with teachers, dislike school, or
receive low grades. Other youth, however, leave school because of problems not
directly related to academics, such as financial needs, family caretaking
responsibilities, employment, or pregnancy.
Most students who drop out have not fully considered the consequences
and typically are not prepared for what happens to them afterward. Although they
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are not finished maturing physically and emotionally, these adolescents often
face the challenging transition to independent living and adulthood without the
benefit of adult guidance, support systems, or services. As a result, they are
more likely to face poor job prospects, experience lifelong dependence on social
service systems, use illicit drugs, become involved in the juvenile justice system,
and become teen parents. Family involvement is one of the most important
contributors to school completion and success. The most accurate predictor of a
student’s school achievement is the extent to which is his/her family encourage
learning. Success is more likely if the family communicates high, yet reasonable,
expectations for the student’s education and future career and becomes involved
in the education of their child. Parents should make better transitions, maintain
the quality of their work, develop realistic plans for their future, have a higher
graduation rates, and advance to postsecondary education. (Williams Bost,
2004). It is obviously that most of the study / research family has big role on the
education of every child their support is much in need in order to achieve school
completion. Based on the theories presented support of the family in developing
the behavior of the student to persist to finish their study both factors
environment and person factor will help the youth to motivate their interest to
study well and achieve the secondary diploma.
The most commonly referred to model in the student retention/dropout from
school is Tinto's model. This model was used in order to distinguish the decision
of the student whether they retain or dropping out from school. It was first
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offered in a literature review, and so began with the support of being broadly
consistent with a considerable range of other people's research, as well as
having a theoretical derivation by analogy to Durkheim's model of suicide. It
probably gains most support though because it immediately appeals to people
are commonsense with its central notion of "integration". It is less clear whether
there is much direct empirical support for it, and certainly it is hard to find direct
empirical tests of and challenges to it. The literature claiming to support it seems
to be about reporting weakly consistent evidence: not controlled experiments, nor
comparing alternative theories against Tinto's with respect to data its central idea
is that of “interest” it claims that whether a student persists or drops out is quite
strongly predicted by their degree of academic interest, and support. These
evolve over time, as interest and commitment interact, with dropouts depending
on commitment at the time of the decision. Academic interest involves the grade /
mark performance with the personal development; does this just mean a
student’s private judgment value of what they are learning as opposed to official
marks / teacher’s judgments. Internal and external attribute to the learning skills
of the youth it seems that the relationship of these factors can cause of the drop
out of the students.
These theories served as the basis in the formulation of the research
paradigm, reproducing on the tracks estimated as the basis for the hypotheses
formulation. Hence, the existing research is conceptualized as follows:
INPUT PROCESS OUTPUT

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 Data Analysis Enroll out-of-

Factors that affect the school-youths in
youth to stop  Descriptive
Alternative
schooling Analysis Learning System
The Level of Interest  Correlation
And
of the OSYs Analysis
Enhancement
Support of the Family
program
Feedback
Figure 1
Paradigm of the Study
It is illustrated in figure 1 that the input data are the factors that affect the
youths for them to stop schooling; the level of interest of the out-of-school youth
to re-enroll in Alternative Learning System (ALS) and the support of their family.
The process box contains the data analysis, descriptive analysis of the factors
that affect youth to stop schooling through frequency count, the level of interest
of the out-of-school youth to re-enroll schooling and the support of their family
through mean. Correlation analysis is also conducted to establish whether there
is indeed significant relationship between the two mentioned variables. The
output of the study decrease the out-of-school youth in the barangay, through the
enhancement program the out-of-school-youth enroll in the Alternative Learning
System and increase their level of interest and their family support for their
enrollment.
Statement of the Problem

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The study assessed the level of interest out of school youth and the
extended support of their family at Brgy. Bambang Los Baños Laguna.
Specifically, it sought answers to the following questions:
1. What are the related factors that cause the Out-of-school-youths to stop/
drop out from the school?
2. What is the level of interest of the out-of-school-youth to enroll in
Alternative Learning System (ALS)?
3. To what extent support do their families give to their children to enroll in
Alternative Learning System (ALS)?
4. Is there a significant relationship between family support and the level
of interest of Out-of-School-Youth to re-enroll in Alternative Learning
System (ALS)?
5. What enhancement program may propose to improve re-enrollment in
Alternative Learning System Program (ALS)?
Hypothesis
This study aimed to test the following hypotheses, which are stated in null
form:
1. There is no significant relationship between family support and the
level of interest of Out-of-School-Youth to re-enroll in DepEd program.
Significance of the Study
The importance of this study is that everyone becomes
knowledgeable about the youth who is not lucky to attend formal school
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because of many problems. This study can also help the people to realize
the importance of having good education and it also for the family of the
youth to provide them support and for the government to make solution in
order for the youth to have better education.
The findings of the study can be used to encourage the out-of-
school youth to re-enroll and study again under the Deped programs,
Poverty is the main reason why the interest of the youth to study will decline
Parental support for education was found to the major factor in children’s to
have their interest to study again. However, this study discussed on relation
of the interest of the youth and the family support to re-enroll under the
DepEd program. There is moreover, the result of the study will beneficial to
the following:
Out-of-School-Youths – The main beneficiary of this study are the
out of school youths. This study will serve as the conduit to encourage them
to continue their study under the DepEd program and boost their interest to
finish their education.
Parents of Out-of-School-Youth – The responsibility and the
obligation of the parent to send their children, the parent may gain interest to
support their children to finish their study; the study could inspire the parents
to support their children in re-enrolling under the DepEd program.

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The Barangay Community - The concerned local government unit to
help the aim of the Department of Education; Education for All (EFA) and the
Zero out of school youth in 2016.
Scope and Limitations of the Study
This study covers the family support and the interest of the out-of-school-
youths as variables, with indicators as provided by the specific model by Tinto’s
Model, Students’ retention/ dropout and the Theory of planned behavior (Street
H, 2010). Children and youth may be more motivated to save when they receive
support and encouragement from adults and recognize that saving can help them
achieve goals. Theory of The interest of the out-of-school-youths of Barangay
Bambang to re-enroll under Alternative Learning System (ALS) program is
inadequate due to some factors that affect them to study.
This study is composed of Two Hundred (200) Out-of-school-youths
respondents of the total of 1064 out-of-school youth. The result of this study is
applicable for those youths who were out in the school this school year 2015-
2016. Due to the target of the DepEd programs of zero out of school youth by
the year of 2016. The researcher inspires to encourage the youth and their family
to inform about the Alternative Learning System (ALS).
The research is designed to address the problem of the youths about their
attitude in lacking interest to attend the formal school, and to encourage the
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family to support their children to study under the Alternative Learning System
(ALS).
Definition of Terms:
Alternative Learning System - is a modular non-formal education
program in the Philippines for dropouts in elementary and secondary schools,
out-of-school youths, non-readers, working Filipinos and even senior citizens .
Family involvement – This refers to the concerned of the family to
involve in the activities of their child/children in school.
Family togetherness – the primary source of joy
Hazardous occupations – dangerous jobs by the youth that affect the
health condition of the youth.
Hope of the Fatherland – refers to the educated youth who can be the
future leader.
Intentional decision – This is a decision made by a person especially the
youth influenced by the environment factors.
Lack of personal interest – This means person who have no interest in
doing which is more important especially the youth who have no interest to study.
Poor communities – This refers to the communal deprived in affluences
commonly seen in informal settler that influenced not to giving importance in
education.
Unsupportable parents – This refers to parents who did not support the
school activities physical or academic.

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Untapped potential - This refers to the possible knowledge that is gained
by the student by inside the school.
Chapter 2
REVIEW OF RELATED LITERATURE
The review of the literature for this study identifies interest of the out-
school-youth in education, government program for out-of-school-youths, the
consequences of lack of support of the family and interest of the out-of-school-
youth, and family support of the out-of-school-youths.
To begin this chapter, the researcher defined the variables and reported the
findings in the literature offered reasons why student leave school before
completing their High School or Elementary requirements and stumpy support of
the family for their children’s’ interest in school. The researcher also examined
other research studies and articles that show how these variables are related.
This chapter ends with the summary of literature review.

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According to both the APIS 2008 and FLEMMS 2008, the major reasons
why primary aged children are not in school are: (a) the children are thought to
be too young; (b) the child lacks personal interest; and (c) cost of schooling. Only
one in twenty cites school accessibility issues to be a reason. Practically half of
the secondary-aged out-of-school-youth are reported to lack personal interest.
The primary reason for nonattendance, especially among secondary-aged
children, is lack of interest. Undoubtedly, there may be a number of factors that
may have contributed to the lack of personal interest in going to school such as
the lack of parental support, low quality of schools available, accessibility of
schools, and the need to contribute to family income. The term “lack of personal
interest” could also be a catch-all reason that includes the lack of household
financial resources which some respondents may not want to admit as the
reason for not attending school.
Determinants of nonparticipation and lack of interest in school To
investigate deeper into the factors that contribute to nonparticipation in school
and to the lack of personal interest of children who do not attend schools, it can
also be informative to perform an examination based on econometric models
such as a cross-section logistic regression model on the 2008 APIS.
Explanatory variables considered in the logistic regression include (a) individual
characteristics such as sex and age of the child; (b) household characteristics
such as household per capita expenditure (in logarithmic terms), number of
children, adults, and retired persons in the household; household residence

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(urban/rural) location; age of household head, sex of household head,
educational attainment of the child’s mother.
Although the proportion of early school leavers has declined over the past
few decades as a whole, a widespread gap in the rate of decline still exists
between ethnic groups and the general population. Young people from other
regions families who had immigrated to present region (Dewey Cornell, 2012)
that cause lack of interest of student to go to school that causes of drop out
from school. Lack of personal interest was also the commonly cited reason for
OSYs 13 to 17 years of age, followed by the unsupportable parent and distant
parent cause of rising of Out School youth in the country.
Aside from financial difficulties, school-related causes such as loss of
interest and lack of motivation are also associated with dropping out. “The lack
of interest among school children indicates a weakness on the part of the school
system to make education interesting for the students. This may be due to poor
teaching quality, inadequate facilities and supplies and poor infrastructure.
Poverty, social exclusion, school distance and poor health are, likewise, factors
that weigh heavily on children and dampen their interest to pursue schooling,
The major reasons why primary aged children are not in school are: (a)
the children are thought to be too young; (b) the child lacks personal interest;
and (c) cost of schooling. Only one in twenty cites school accessibility issues to
be a reason. Practically half of the secondary-aged out-of-school-youth are
reported to lack personal interest. The primary reason for nonattendance,

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especially among secondary-aged children, is lack of interest. Undoubtedly,
there may be a number of factors that may have contributed to the lack of
personal interest in going to school such as the lack of parental support, low
quality of schools available, accessibility of schools, and the need to contribute
to family income. The term “lack of personal interest” could also be a catch-all
reason that includes the lack of household financial resources which some
respondents may not want to admit as the reason for not attending school.
Determinants of nonparticipation and lack of interest in school To investigate
deeper into the factors that contribute to nonparticipation in school and to the
lack of personal interest of children who do not attend schools, it can also be
informative to perform an examination based on econometric models such as a
cross-section logistic regression model on the 2008 APIS, supplemented by
average pupil to teacher ratios (PTRs). Explanatory variables considered in the
logistic regression include (a) individual characteristics such as sex and age of
the child; (b) household characteristics such as household per capita
expenditure (in logarithmic terms), number of children, adults, and retired
persons in the household; household residence (urban/rural) location; age of
household head, sex of household head, educational attainment of the child’s
mother.
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that cause lack of interest of student to go to school that causes of drop out
from school. Lack of personal interest was also the commonly cited reason for
OSYs 13 to 17 years of age, followed by the unsupportable parent and distant
parent cause of rising of Out School youth in the country. (Olchondra 2012,
PDI)
Despite the annual increase in the budget for basic education, fewer
children are enrolling in schools. The reason: poverty.
Poverty and labor even the education is free; many Filipinos cannot
afford still to go to school because of the lack of essential needs like bag,
notebooks, paper, writing materials etc. We cannot really deny the fact that the
Philippines are a third world country where poverty is rampant and the
hardships of life are in one package deal already. To very poor people they
cannot even afford to eat three times a day that's why it is more important for
them is food rather than investing for the education. Aikens and Barbarin
(2008) believe that the school systems in low-SES communities are often under
resourced; negatively affecting students’ academic progress inadequate
education and increased dropout rates affect children’s academic achievement,
student cannot afford to buy projects and other school needs that perpetuate to
them to loss their interest in studying that cause to leave the school. A number
of factors may be hypothesized as contributing to the lack of school
participation. Foremost among these factors is poverty, School attendance

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rates are lower among children of poor families. These children tend to have
mothers with low levels of education who may not put enough premiums on the
schooling of their children.
Economic activities. Children from poor families, especially in the
secondary school age, may be expected to contribute to family income and
often, these children have to sacrifice their schooling when they get into child
labor. Among the secondary school-aged children who are not in school, about
420,000 are engaged in economic activities (three-fourths of whom are boys)
Once children are engaged in economic activity, their propensity to participate
in school gets lower. The logistic regression model on nonparticipation in
school indicated that, all other factors being equal, working children are 7.07
times more likely not to attend school. Consequently, working during the ages
12–15 years old appears to be the most significant factor for the low
participation rates among secondary school-aged children, especially boys.
According to the APIS 2008, practically half of the children in labor are in the
poorest quintile of the per capita income distribution, which suggests that
poverty is a major factor why children start to work at an early age, and likely
not to complete their schooling.
Most of the dropouts helped their parents earn a living, and the kinds of
work they engaged in depended on their gender, ages and communities. A
male school dropout from an urban elementary school sold plastic bags in the
marketplace, while another one from a rural elementary school weeded rice
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fields and pastured farm animals. An older male dropout from an urban high
school worked as ―barker‖ for passenger jeepneys and occasionally as hauler
(―kargador‖) in the neighborhood wet market; another one from a rural high
school joined his fisherman father at sea. Young female dropouts who were too
young to do any kind of income-generating work did housework and took care
of siblings; on the other hand, one female dropout from an urban high school
worked as salesperson in a local grocery store, and another from a rural high
school went off very early each morning to clean fish brought in by fishermen,
and to arrange them on drying plates before sunrise. These stories confirm how
typical it is for poor Filipino families to engage their children in income-
generating activities, no matter how little they earned, and thus have them
share responsibility in the family’s economic plight.
Unsupportable parents, what are the qualifications of unsupportable
parents; one is they are the anti-motivator they don't motivate their children to
go to school instead they are manipulating their children not to go to
school. The findings from this study are consistent with previous, who identified
economic reason as one of the reasons for dropout. The level of education of
most of the parents in rural areas is very low to such an extent that they can be
termed illiterates who do not know the value of education hence do not see the
need of sending their children to school. Due to poor primary and lower
secondary education backgrounds most students in rural Gokweare low

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academic achievers and end up dropping out from school. This position is
consistent with the findings of Mohsin, et al (2004).
Laziness, is the noun for lazy which mean the lack of interest to do
something. Laziness can be aroused because of the entire factor which was
mentioned above where students are becoming lazy because of the lack of
motivation that keeps them going.
Distance of schools from their homes was also a major cause of dropping
out for young elementary pupils. A few dropouts complained about the hike
they had to do each day to go to and from school. One Grade 1 dropout from
an urban elementary school had to walk alone to school for about 20 minutes.
According to him, his parents were fearful of him being run over by speeding
vehicles if he were to cross the major road on his own, so when no one could
accompany him to school, he was told to stay home. His absences
accumulated and he was eventually dropped from the class roll. The daily hike
to school was more difficult for pupils in rural schools. Dropouts from a rural
school narrated that they had to walk 6 to 10 kilometers over mountainous
terrain. One dropout said, ―Masakit ‘yong paa ko maglakad papunta sa iskul;
pag umulan hindi ako pumapasok dahil maputik (My feet hurt when I walked to
school; when it rained, I could not got to school because the road got muddy).
One teacher in the same rural elementary school described a typical family,
―Ang tatay nasa bukid, ang nanay naman may mga anak pang maliit na
aalagaan kaya hinahayaan na lang nilang magpunta sa iskul ang bata nang
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mag-isa araw-araw, dapat sana ay hinahatid sila ng magulang. (The father
would be in the farm, the mother had other young children to take care of, so
the parents would let the pupils walk to school on their own every day when
they should be taking their children to school). For this reason, the teacher
continued, ―Nawawalan ng gana sa pag-aaral ang mga bata‖ (The pupils lose
their interest in school).
Bullying - Some student complaining that they are not interest to study
because they were bullied in the school. All children in school face some
degree of vulnerability of early school leaving. Some children though are more
vulnerable to leaving school early than others, and the methodological
challenge is to identify which children have the highest risk of dropping out.
Another factor of bullying is student who came from low income family (Jam
Sisante GMA News article, 2008). Twelve-year-old Marian (not her real name)
is one of the millions of Filipino children whose education has taken a backseat
due to poverty. The fifth of eight children, Marian is supposed to be in the sixth
grade this year, but she’s currently enrolled as a Grade 1 pupil, learning basic
language lessons and math skills in a public elementary school in Cainta,
Rizal. Marian has to face challenges in school. “Marami pong nanlalait sa ‘kin
dahil Grade 1 ako pero malaki ako. The fixed compositional attribute of ethnic
status and how it affects early school withdrawal also needs to be considered.
The out-of-school youth is potentially one of the most neglected groups in
the country and most thinly spread in NGOs or government organizations.

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Organizations are focused on other groups that are apparently in more
immediate need or in more imminent danger. So this group, aged 18-25 years,
who are for all intents and purposes legally adults, are left drowning or clutching
at straws for life opportunities with poor academic records to offer the work
market.
Society with a specific focus on the private sector can change the life
opportunities of the OSY. For the most part, society can harshly misjudge the
out-of-school youth as lazy, with no hope and (for boys) a group to potentially
fear. I myself may have shared this view until a few weeks ago when I began
giving training for transformation programs for a group of 24 OSYs in Escopa,
Quezon City. Normally, in development work of this sort, there can be a 50
percent fall out rate, and yet, we have only lost four. The remaining participants,
boys and girls, attend each session and show up early. They are highly-
motivated and want to change their lives; they want to grab the opportunity that
we are affording them; preparing them to change their outlook, behavior and
participation in the world, to finishing their education and being an employed
productive member of society.
The private sector is a pivotal component of the NMBK program, and
indeed of the development of the out-of-school youth within Filipino society.
Business can be used as a tool for development, and when partnered with
education, they form an unbeatable force for positive change, not only for the
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individual and their community, but also for wider society. Social
entrepreneurship and social enterprises have been explo-ding across the globe
and according to Nicholls in his book, “Social entrepreneurship: New models of
sustainable social change” (Nicholls 2006), within Europe alone, more than 3.5
million jobs are provided by social enterprises. How many more are provided by
social entrepreneurs!
The “Negosyo Mo, Bukas Ko” program may be the first of its kind, as we
appeal to the hearts of entrepreneurs to help give worthy out-of-school youth a
chance for a better life. NMBK aims to screen, train and transform the youth, who
will then be matched with a partner entrepreneur/business and these OSYs will
commit half of their income to a trust fund that will be used to finance their
education.
Government figures show that the budget for education has increased
over a 10-year period – from P90 billion in 1999 to P149 billion in 2008. It does
not include the P4 billion acquired in 2007 from the private sector, a dramatic
increase from 2003’s P400 million after Education Secretary Jesli Lapus re-
launched the Adopt-A-School program in 2006.
Despite the budget increase, government agencies observed a gradual
decline in the net participation rate of students in the past nine years, especially
in the regions. Luzon has the highest NER, followed by Visayas, with NERs on
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the opposite side of the spectrum, and Mindanao with the lowest percentage of
school-age children going to school. The National Capital Region and Region IV
alternately topped the NERs for elementary education, with the provinces of
Cavite, Laguna, Batangas, Rizal, and Quezon, having the highest NER from
2004 to 2006. Even NCR’s relatively high figures—at least 92.6 percent since
2002—have declined by about 0.6 to 2.2 percentage points, except in school
year 2006-2007 when it increased by a meager .03 percent. Region IX or
Western Mindanao posted the biggest NER decrease of 12.1 percent, from 89.7
percent in 2002 to 77.6 percent in 2006. Surprisingly, the Autonomous Region in
Muslim Mindanao placed 4th out of the 17 regions, with no less than 85.8 percent
net enrollment rate. Unfortunately the trend didn’t continue until high school,
where ARMM ranks lowest, consistently placing 17th with only 23.7 percent to
35.6 percent when it peaked in school year 2005-2006. The figures went down
by three percentage points the next year. In school year 2006-2007 alone 13 out
of the 20 provinces with the lowest elementary NER were from Mindanao, while
in secondary education 17 were from the area.
“Various programs have been created to cater to the lagging provinces
in Mindanao. DepEd has been implementing these projects with assistance from
the private sector and Official Development Assistance from the US Agency for
International Development and the Australian Aid for International Development,"
said DepEd’s Tirado. Tirado said AusAID’s Basic Education Assistance for
Mindanao is seeking to improve the quality of and access to basic education,

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while USAID’s Education Quality and Access for Learning and Livelihood Skills
focuses on targeting high illiteracy and drop-out rates. “These two projects have
contributed to the success of DepEd’s education interventions in Mindanao,"
Tirado said. Another project, the Strong Republic Distance Learning
School, was established in 2003 “to provide disadvantaged, impoverished
sectors access to formal and non-formal school systems."
In a March 2008 report, the Education department said hunger and
malnutrition are also barriers to participation in education. In 2007, DepEd
improved its school feeding program, with 300 percent more beneficiaries
compared to the previous year. Tirado said that to make the distribution more
effective, the DepEd-Health and Nutrition Council implemented a “targeted
scheme" that categorizes “priority provinces" according to the severity of lack of
food and vulnerability to hunger.
DepEd started implementing the Food for School Program under the
Accelerated Hunger Mitigation Plan during the last quarter of 2005. It was done
with the Health, Social Welfare departments, the National Food Authority and
local government units. A daily ration of a kilogram of fortified rice is given as
subsidy to families through preschool and Grade 1 pupils. The program, which
covered 6,304 public schools nationwide and benefited 111,584 preschool and
Grade 1 children, distributed a total of 25,338 bags of rice.

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E-Net Philippines said the strategy is flawed. “As a motivation to go to
school, it sends the wrong message to poor children: go to school to get one kilo
of rice instead of the value of learning; it is also an added burden for children as
poor parents encourage their children to attend classes to be able to avail of the
daily ration.
Strategy for patronage the scheme has become a strategy for patronage
as local government units select the beneficiaries of the program. In fact in 2007
in April, when there were no classes and just before the election, the DepEd
released rice to preschool and elementary and high school student. “There were
also problems in implementing the [strategy] which were exposed during the
2007 budget deliberations, such as alleged overpricing of rice, deficiency in
deliveries and low quality of rice," she added.
E-Net believes there are other strategies to keep poor children in school
instead of giving rice. Addressing health and poverty situations that prevent
access to education are among the group’s proposals.
Aside from the Food for School program, DepEd has also proposed
increased funding for interventions aimed at children aged 5-11.
(DepEd claimed that there were significant boosts in budget allotment to
certain programs in 2006. These include the Preschool Education Program,
which went up to P2 billion from P250 million, the settlement of unpaid prior
years of teachers’ benefits, PhilHealth and GSIS premiums, which were given
P1.94 billion from nothing, and a P345 million boost in Alternative Learning
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Services.)
E-Net’s Soriano, however, said there should be “more targeted education
programs for child laborers, indigenous people, children and youth with
disabilities and adult illiterates and other marginalized groups."
Despite the odds, Education Secretary Jesli Lapus is optimistic. “The key
reforms and well-focused policy directions to improve basic education are slowly
but surely bearing fruit," he said, adding that the Education department “has been
concentrating its human and financial resources on key performance indicators
aimed at improving classroom instruction." If it’s up to DepEd, the result of the
National Achievement Results this year, where the mean percentage score
increased from 59.94 percent in 2007 to 64.81 this year, the government’s
Education project is a success. Whether this indicates that the country can
inch its way toward achieving the 75 percent target MPS by 2010, or if the
Education for All plan and the Millennium Development Goal can be met by 2015
is still to be seen. One thing is certain though, efforts at boosting education will
only be futile if the poverty situation is not significantly, immediately improved.
Abot alam programs aim to reach one million OSYC in 2014 and to
provide them interventions on education, entrepreneurship, or employment.
Abot-Alam program has three phases: First phase: Register the OSYs, Second
phase: Map programs from government and private sector, and Third phase:
Match available programs that fit the OSYs.

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Abot Alam Program It said this is its contribution to the government's
Abot Alam consortium, which seeks to reach out to out-of-school youths. Other
participants in the Abot Alam consortium include the Department of Education,
National Youth Commission, Department of Interior and Local Government, and
Technical Education and Skills Development Authority. The consortium aims to
reach out to one million out-of-school youth this year.
The Department of Budget and Management (DBM) has announced the
release of P1.97 billion to the Department of Education (DepEd) for the
implementation of the Abot-Alam program, designed to provide various
opportunities for education and possible career and employment for the
country’s out-of-school youth (OSY).
According to Secretary of Budget Florencio “Butch” Abad, the P1.97
billion release—charged against DepEd’s budget under the FY 2014 General
Appropriations Act (GAA)—will provide necessary and appropriate interventions
to one million out-of-school youth within the year.
Through the program, DepEd expects to bring the number of Filipino out-
of-school-youth to zero by 2016. Abot-Alam is our way of reaching out to all
out-of-school youth nationwide. The Aquino administration developed this
program so we can equip our youth with the skills they need for gainful
employment. Abot-Alam can give them fair opportunities to get back on track
and become productive members of their respective communities.

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Under the leadership of DepEd and the National Youth Commission
(NYC), the Abot-Alam program will be carried out through the convergence of
efforts between national government agencies, non-government organizations
(NGOs) and private institutions.
The program will focus on two objectives in its implementation. First, the
initiative will identify OSY-beneficiaries nationwide, with specific attention on
15-30 year-old-Filipinos who have not completed basic or higher education or
are unemployed. Second is to reintegrate OSYs within their respective
communities through different programs and services offered by program
partners. An example of such will be in the form of non-formal education, where
the learning process is provided by partner implementers rather than the usual
educational institutions.
The Department of Education (DepEd) and the National Youth
Commission (NYC), together with other government agencies, civil society
organizations, and local government units formally launched the nationwide
implementation of the Abot-Alam program, an interagency convergence effort
targeting out of school youth (OSY) in the Philippines.
Abot-Alam is an initiative that aims to map OSY and enroll them in
appropriate program interventions in education, entrepreneurship, and
employment.
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The agency involve in this program have mapped over 1.2 million OSYs
in our database—complete with names, birthdates, addresses, highest
educational attainment, and their aspirations. DepEd Secretary Dr. Armin A.
Luistro FSC added that around 76,000 of them have already been enrolled in the
Alternative Learning System (ALS) program, Alternative Delivery Mode (ADM),
done skills training, or been employed. The collective goal of the program is to
ensure that every OSY aged 15 to 30 will have the chance to finish high school,
acquire the needed skills to be productive, or be given opportunities to either be
employed or go into business.
As an early implementer of the program, Bohol Governor Edgardo Chatto
joined other LGU representatives from Dasmariñas, Cavite, and Nagcarlan,
Laguna in espousing Abot-Alam’s model of convergence to benefit OSY. There
have been 25,000 OSY mapped in Bohol and preparations to enroll them in
different program interventions have begun following a steady stream of
commitments from private partners to provide education and skills training.
“Education is a critical component of human development which in turn is
necessary for economic growth. This is why Australia supports the Department of
Education in its efforts to reform education to provide inclusive social and
economic development in the country,” said Australian Ambassador to the
Philippines Bill Tweddell who counts among the partners of the Bohol provincial
government in implementing the program.

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NYC Commissioner Sixto Dantes III meanwhile highlighted the importance
of collaboration and working in unison with various partners by issuing a call to
action engaging ordinary citizens to adopt an OSY and ensure that they are
enrolled in the Abot-Alam program. He also extended an invitation to OSY, who
are among the NYC’s primary stakeholders, to pursue education and learning as
a means to achieve their dreams.
Abot-Alam envisions a Zero out-of-school-youth Philippines come 2016.
Luistro asserted that the program is proof of the government’s continued thrust to
provide all Filipinos access to quality education and ensure that no learner is left
behind.
The education chief led the launch together with DepEd Undersecretary
Mario Deriquito, NYC Commissioner Jose Sixto Dantes III, Bohol Governor
Edgardo Chatto, and Australian Ambassador Bill Twedell.
These lead to a waste of resources and bring us back to the main problem
of the nation- the persistence of out-of-school youth in the Philippines. To
answer this, the national government led by the Department of Education and
the National Youth Commission, together with the Technical Education and
Skills Development Authority, the Department of Labor and Employment, the
Department of Interior and Local Government and the Department of Social
Work and Development will launch the Out-of-School Youth Barangay Targeting
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System (OSY BTS) and the Community Reintegration Program for the Out-of
School Youth (OSY Corps) under the nationwide umbrella campaign ABOT-
ALAM PROJECT.
The 'Abot-Alam Project', a nationwide campaign. Strategy aimed
at improving the delivery of quality education for out-of-school youth in the
country.
The Philippine Army (PA) now has a new battle to wage: The fight against
ignorance. In partnership with the Department of Education (DepEd), the PA
launched its first “Abot-Alam” program for the community inside Fort Bonifacio.
Education Secretary Armin Luistro said “Abot-Alam” is a nationwide collaboration
across agencies to help the out-of-school youth (OSY) gain opportunities in
education, livelihood skills training, employment, and entrepreneurship. With the
help of the Philippine Army Officers’ Ladies Club, the PA’s first “Abot-Alam”
program listed a total of 49 beneficiaries in its pilot run who will be offered to take
up tracks such as “Skills and Training” spearheaded by Technical Education and
Skills Development Authority (TESDA), “Balik-Aral” facilitated by the DepEd, and
“Livelihood Programs” organized by the Youth at Venture Philippines – an
organization whose advocacy is to teach entrepreneurship to disadvantaged
youth. Four enlisted officers of the Philippine Army will undergo training as
educators for the OSY in the “Balik-Aral” track on August 14 while training to be
facilitated by TESDA and the Youth at Venture will eventually follow.

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Luistro said that the program is in line with DepEd’s vision of country with
no OSYs. “Ang atin pong pangarap ay maihayag natin na sa lahat ng kampo ng
Hukbong Katihan na wala nang out-of-school youth,” he said. During the launch,
Luistro underscored that the partnership with the Philippine Army Officers’ Ladies
Club will benefit a lot of OSYs in the country. “Ang ating Hukbong Katihan ay
hindi lamang sa gyera ng mga armas lumalaban ngunit pati sa gyera ng
kamangmangan at kawalang-alam. Meanwhile, Lieutenant General Hernando
Iriberri, Philippine Army commander, said the AFP is “committed to help the
Department in addressing the growing needs in education.”
He added that the government agencies’ partnership in addressing the needs of
OSYs in the country is a reflection of the “true spirit of bayanihan.”
Ana Lopena of Philippine Army’s Ladies Club also expressed support for the
success of the undertaking.
The success of the program will depend on our ability to bring this
partnership down to the grassroots level, especially in our camps and their
immediate vicinities. After the program’s launch, DepEd and AFP will continue
to come up with a list of OSY beneficiaries within the area. Luistro said the
program is proof of the government’s continued thrust to provide all Filipinos
access to quality education.
Through the Abot-Alam Program, we will be able to open opportunities for
out-of-school youth to have quality education. A joint effort among local

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government units, private and non-government organizations, and other
government agencies, Luistro said that the thrust of “Abot-Alam” is to help out-of-
school youth (OSY) become “effective citizens through opportunities in education
and employment.
A new program for out-of-school youth has been launched by the
provincial government of Misamis Oriental on Monday.
Governor Oscar S. Moreno led the signing of a memorandum of
understanding between government agencies and the private sector,
specifically in the sharing of resources to make out-of-school youths productive.
Alicia R. Bala, Social Welfare undersecretary who was present during the
signing of the memorandum of agreement that was participated in by several
groups, noted the governor’s success in the program’s cost-sharing
arrangement.
Government agencies such as the regional and provincial offices of the
Department of Education, Technical Education and Skills Employment Authority
(Tesda), Department of Labor and Employment (DoLE) and Mindanao
Polytechnic State College have major roles in the program. The Metalworking
Industries Association of the Philippines and Consuelo Foundation are also
partners of the program. A memorandum of agreement on the Poverty
Alleviation and Human Resource Development Project for Northern Mindanao
was also signed by representatives of government agencies. The initiative will

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be started in Misamis Oriental municipalities. Ricardo E. Rotoras, president of
the Mindanao Polytechnic State College, said his school would be cooperating
with the provincial government, Tesda and DoLE in starting the project.
Eddy A. Sabuga-a, acting provincial Social Welfare and Development officer,
claimed programs for the youth will eventually lessen juvenile delinquency.
The Zero-Tambay Campaign was launched on Tuesday as a way to bring
millions of Filipino out-of-school youths (OSY) and community-based youths
(CBY) back to school.
The members of Akbayan-Youth led the Zero-Tambay Campaign as part
of the Abot-Alam program, a nationwide service of the government which aims to
support more than 4.2 million out-of school-youths, a statement from the group
said. Under the campaign, Out-of-school-youth aged 15 to 30 will be provided
educational and employment support with the help of government and private
organizations. The increasing number of out-of-school-youth can be attributed to
the high costs of sending children to school. Thus we must ensure that all Filipino
youth are granted easy access to quality basic education in public schools
(National Youth Commission Chairperson Gio Tingson, 2014). More
importantly, through Abot-Alam, make sure that the youth beneficiaries stay in
school, finish schooling and actually get employed.
Meanwhile, Akbayan-Youth Chairperson Rafaela “Paeng” David said in a
text message that other benefits and allowances will depend on the program the
government or private institutions has to give to the out-of-school-youth. "It will

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depend on the program government or private institutions will give them. David
also promotes the “mobile advocacy teams” (MATs), an easy and accessible way
to get an education, to different communities.
According to David, Abot-alam program promote this through a house-to-
house information drive, which includes barangay assemblies, pestering and
leafleting. The information on this important program needs to be disseminated
effectively."
The said campaign collaborates with the Student Council Alliance of the
Philippines (SCAP), National Youth Commission (NYC), National Anti-Poverty
Commission (NAPC), and the Department of Education (DepEd), the statement
said. Zero-Tambay Campaign aims to get the out-of-school-youth to help the
government roll out to Abot-Alam.
Abot alam program provides non-formal education to OSYs through
Alternative Learning System (ALS) An “Abot Alam” consortium was also
created composed of DepEd, NYC, the Departments of Agriculture, Agrarian
Reform, Environment and Natural Resources, Health, Interior and Local
Government, Labor and Employment, Science and Technology, and Social
Welfare and Development. Other involved agencies include the Commission
on Higher Education, Armed Forces of the Philippines, National Anti-Poverty
Commission, National Economic and Development Authority, Presidential
Commission of the Urban Poor, Technical Education Skills and Development
Authority, Arnold Janssen Catholic Mission Foundation Inc., Catholic Media

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Network, De La Salle Philippines, Philippine Center for Entrepreneurship,
Rocked Philippines, Rotary International District 3770, Sandiwaan Center for
Learning, SEAMEO Innotech, Smart Communications, St. Hannibal
Empowerment Center, League of Provinces of the Philippines, League of Cities
of the Philippines, League of Municipalities of the Philippines, Liga ng mga
Barangay sa Pilipinas, Philippine Councilors’ League and National Movement
of Young Legislators.
It is a parallel learning system in the Philippines that provides a practical
option to the existing formal instruction. When one does not have or cannot
access formal education in schools, ALS is an alternate or substitute. ALS
includes both the non-formal and informal sources of knowledge and skills.
The Alternative Learning System (ALS) is a ladderized, modular non-formal
education program in the Philippines for drop out in elementary and secondary
school, out-of-school youths, non-readers, working Filipinos and even senior
citizens. It is part of the education system of the Philippines but an alternative to
the regular classroom studies where Filipino students are required to attend
daily. The alternative system only requires students to choose schedules
according to their choice and availability.
The program has two different schematics for conducting
instruction; school-based and community-based. On the school-based
program, instructions are conducted in school campuses while in the

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community-based program, formal instruction are conducted in community halls
or on private places. The ALS program follows uniform lesson modules for all
academic subjects covering the sciences, mathematics, English, Filipino, social
studies, current events among others. Delivery of instructions is provided by
government-paid instructors or by private non-government organization.
Aside from schematics, the program has two levels; elementary and secondary.
Students have to start from elementary level, and then proceed to high
school level. If a student is a graduate of elementary under a formal classroom
system, the student is automatically admitted to the secondary levels
depending on which year level the student stopped schooling.
Program administration is held by the Department of Education, an
agency of the government of the Philippines in charged in
providing education to all Filipinos. Private non-government organization may
deliver the program but still under the supervision of the Philippine education
agency. After finishing the curriculum, all participants of the program belonging
to a particular education district are given the final comprehensive examinations
covering all subject areas in the curriculum. Successful examinees are then
grouped together in a closing ceremony where they give their certificate of
completion either for the elementary or secondary level.
The 1987 Philippine Constitution provides for the recognition and
promotion of other forms of education other than formal education. Article XIV,
Section 2, Paragraph (1) declares that the State shall establish, maintain and
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support a complete, adequate and integrated system of education relevant to the
needs of the people and society; and paragraph (4) concisely encourages non-
formal, informal and indigenous learning systems as well as self-learning,
independent and out-of-school study programs particularly those that respond to
community needs.
The Governance Act for Basic Education otherwise known as the Republic
Act 9155 stipulates the establishment of the Alternative Learning System (ALS)
to provide out-of-school children, youth and adults population with basic
education.
There are two major programs on ALS that are being implemented by the
Department of Education, through the Bureau of Alternative Learning System
(BALS). One is the Basic Literacy Program and the other is the Continuing
Education Program - Accreditation and Equivalency (A&E). Both programs are
modular and flexible. This means that learning can take place anytime and
anyplace, depending on the convenience and availability of the learners.
Sandiwaan Center for Learning (SCL)'s strategy is to challenge and
engage OSYs and enhance their learning through cloud-based technologies and
gamification. Gamification strategies will give points to online learners for
finishing their lessons, and when they do something to improve their communities
or help the environment. The project aims at getting these young people to
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develop a love of learning for its own sake rather than for grades, and giving
them the opportunity to experience valuable hands-on, community-based,
spontaneous, and real-world experiences to learn 21st Century skills. (Joel
Locsin 2014)
Interactive modules will be made available online through the Sandiwaan
Immersive Learning Management System (SILMS) and given free to out-of-
school-youths enrolled in the Abot-Alam program.
The proximate aim is to help the learners pass the Accreditation and
Equivalency Examinations of the DepEd so that they can obtain their high school
diploma. Cloud-based technologies can not only help teach ideas, but also
organization, articulation, learning management and collaboration. The ultimate
aim is the integration of life skills through the Sandiwaan online learning project
and prepares the learners for 21st century. It also said the online learning project
aims to help learners sharpen critical thinking skills, while the Sandiwaan
Immersive Learning Management System will help online mentors act as a guide
instead of as instructors.
Family involvement is one of the most important contributors to school
completion and success. The most accurate predictor of a student’s school
achievement is the extent to which his/her family encourages learning. Success
is more likely if the family communicates high, yet reasonable, expectations for
the student’s education and future career and becomes involved in his/her
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education. Middle school and high school students whose parents remain
involved tend to make better transitions, maintain the quality of their work,
develop realistic plans for their future, have higher graduation rates, and advance
to post-secondary education or tertiary level. (Henderson & Mapp, 2004;)
The Parent of out-of-school-youth need to be supported and counseled to
enabled children to stay in school, In most cases parents are the key factor in
the decision to drop out. Parents also need to be more involved with their
children and especially need support in understanding teenagers and improving
their parental and other life skills.
Distant parents, these are good example for Over Seas Filipino Workers
(OFW), OFW parents do distant parenting strategies. Which is not effective
(Alvin Ang of the University of Santo Tomas working as a cites economist,
2011) that cause the parent have no time to talk about the school activities of
their children, the factor of time differences is also consider for no
communication ensue for the parent and the children.
According to Alvin Ang of the University of Santo Tomas working as a cites
economist, (2011) in his studies about the out of school youth distant parents or
parents who choose to work in abroad and left their children to relatives did not
motivates their children to go to school.
Distant parent commonly problems on out-of-school youth and its
attendant issues like pre-marital sex, drug addiction, fraternity war, prostitution
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and unemployment were also recognized due to lack of communication and no
personal support to their children. (Aboitiz Leaders of Excellence, 2010)
According to the research one family member employed who give
financially support to the family. Major factor of out of school youth is lack
of parental support for education was found to be a major factor in children’s
“lack of interest” in going to school. (PIDS 2010).
Students in various gender groups, school levels, and locations are at-risk
of dropping out for various reasons. Some of these factors are common to all
dropouts, while others are more keenly associated with specific groups. The
adverse effect of poverty on children’s participation in school is clearly
manifested in all dropouts, and in many different ways depending on whether
they are male or female, are in elementary or secondary, in lower or higher
school level, and in urban or rural areas. Those who come from rural areas are
most vulnerable in two ways. First, because their parents have little and
irregular income, they often lack money for school-related expenses such as
school allowance, transportation, uniforms and class requirements. Families
with limited financial resources prioritize their expenses, allotting whatever little
money they have to more urgent family needs like food, a finding which
supports earlier
Only when parents have sufficient income are they able to provide for
school supplies and expenditures. Second, children from rural areas are forced
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GRADUATE SCHOOL 44
to engage in household tasks and income-generating work by virtue of their
economic conditions. Boys from rural areas, regardless of age, help parents
earn money; they take on whatever means of livelihood is available, from
simple tasks like weeding, to physically demanding work such as farming and
fishing. This finding is consistent with an earlier report that documented a rather
large percentage of young boys engaged in child labor (National Statistics
Office & International Labor Organization, 2006) . Young girls, on the other
hand, are often asked to be caretakers for younger siblings and, when
necessary, for sick parents; older ones find employment either as farm help or
housemaids. While parents consider education as a valuable option for
alleviating their poverty, they are compelled to withdraw their children from
school whenever it becomes more economically beneficial for the family. There
is often a clash between the family values and those of the school. Frequently,
their parents have dropped out of school themselves. The students come from
families from low socio-economic backgrounds, where there are many other
children. Older children often have to go to work in order to supply the family
with much-needed funds for basic family needs or need to stay home to take
care of younger siblings so that their parents can work. Single parent homes
have become the norm in the United States. Many children are products of
divorce, separation or, sometimes, family violence. They are not being raised
by parents, but rather by aunts, uncles and grandparents. Families are not
meeting some children's basic needs of food, clothing and shelter.

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The problem with the youth who have no interest in study today is that
their parent has no support for their studies. (Journal of Education for
International Development 2:1 March 2006) Families in low cost income much
more wanted their children to work for additional of income of the family rather
than sending them to school. Although, the government, in the past few years,
has been formulating and implementing programs to help the families in every
town with their children sending them to school. But like I said, if the parents or
guardians themselves do not give sympathy for their children’s interest
dropouts will continually high rate.
Studies of the Socio Economic Profile Tanauan City Batangas as of 2011,
Out-of-school youth has been a problem not only in the Barangay but in our
country as well. These youths face dim employment prospects and uncertain
futures. Out-of-school youth are broadly defined as the youths aged 6 - 16 who
are not in school, considered bum and lacking basic skills. Reasons cited for
dropping-out are mostly poverty related. Another arising reason is the youth’s
laziness and lack of self-confidence to attend school. While basic education is
free, many poor families are unable to finance the ancillary school needs of
their children. Deprived of completing high school education, the out-of-school
youth are further marginalized from acquiring technical skills.
It has been found that unsupported parents give impact to the students to
leave from school. Parents don't give any moral support like, “bakit ka pa kasi
nag-aaral imbes tumulong ka dito sa bahay o sa bukirin” In English term “why

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do you go to school instead of helping us here in the house or in the field” and
lastly even though how eager the child would want to go to school, his/her
parents will not give any financial support and the child cannot do anything
about it.
Twenty-three percent of high school dropouts surveyed cited lack of
support and encouragement from their parents as the reason they quit school.
The hardest job in the world is being a parent. It is the toughest one, and the
one that comes with the least amount of instructions. Parents really need to
have support in relationships with others for us to be able to carry the burden of
raising our youth."
Educational background of the parent especially whose parent had only
elementary education has limited support their children to continue the
education. Parents should have a wide understanding and should value the
education at this present era for the future of the child.
Home based alternative learning system is an answer to the basic
education needs of those not willing or could not go back to formal school for
different reasons. About 12% of those who enrolled in the A & E program of
Department of Education implemented by a proponent discontinued their
studies. Finishers of this system who pass the Department Education testing
can work with the government and/or enroll in specific universities for their
college education. Demand for this type of basic education is relatively high in
places like Maguindanao and Cotabato City where there is serious peace and
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GRADUATE SCHOOL 47
order problem and suffering from lack of secondary high schools. The A & E
sub-project based in these areas and funded under TF no. 023513, requested
to increase their target beneficiaries from 300 to 400. The proponent eventually
had a total of 433 A & E enrollees. It is noteworthy to mention that among the
1,156 who finished the A & E Program, 82, pursued higher A & E lessons, 111
attended vocational education, 124 enrolled back in formal school to finish
basic education, 38 went on to college and 98 found employment/self-
employment. Another alternative learning system in basic education is the
Home Study Program of Angelicum College. It follows its regular curricula for
elementary and high school, but specially designed for those who could not
attend regular classes in a formal school due to poverty, distance from school,
need to work or illness. Students study at their own paces and are assisted by
any tutor who has had higher education. Some of its clients are young
prisoners. Out of the total 300 enrollees from different areas, 19.7% dropped
out. Main reasons cited are inability of tutors to reach participants from far-flung
areas, transfer of residences and loss of interest. Among the enrollees in
integrated technical education, those prone to dropping out again are the ones
in especially difficult circumstances and those undertaking courses with more
than six (6) month time frames. If the beneficiaries of the Laguna State
Polytechnic College (who catered to high school graduates and offered
curricula developed as a subject in tertiary education) were to be deducted from
the total 4 integrated technical education beneficiaries of the POSCYD Project,

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the dropout rate would increase from 15% to 17%. This is high compared to the
national average, which is said to be below 10%. 2 In spite of the attempt of
several sub-project proponents to provide additional subsidy such as
transportation money and meals, dropout rates continue to be high. Since they
are considered of age (16 to 24 years old), often, there is pressure from their
own selves and/or their parents to earn to help augment family income. Among
the poor Filipino families, it is not unusual for the elder children to sacrifice
opportunities for higher education to help send their siblings to school or
provide for their basic needs. To minimize a repeat of their dropping out of
school or alternative learning systems, sub-project proponents intensified their
support services by the providing the beneficiaries with support activities such
as tutoring/remedial classes, mentoring, counseling and student and parent
participation. The sub-project proponents of the Project are all well experienced
in the implementation of basic education and/or technical education programs.
Most of them, as mentioned earlier in this report, had no previous program for
the out-of-school youth or high school undergraduates. The sub-project
proponents had to beef up and intensify certain support services which they
normally do not offer to their target beneficiaries. It was further observed that
many of them tend to lack skills in planning, monitoring and evaluation. Thus,
they were provided with technical assistance and training in these functions of
project management to improve the effectiveness of their education programs.
To further improve their effectiveness, selected proponents were provided with

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training in the implementation of the NFE A & E Program of the DepEd, Skills
for Life Program for Filipino Youth and the first phase of Building Local Tri-
Sector Partnerships.
Out-of-school-youth needs support from the government and family. The
rising of dropout rate among elementary and high school students in the last five
years and it is proven that they were increase if the support from both sector will
not provide to the out-of-school-youth. Youth that are not in school are more
likely to be involved in criminal activities. They are also more likely to become
drug users or to become alcoholics. Lack of social capital has been defined as
the absence of stable family environments, and of supportive parental attitudes,
networks, and role models that facilitate coordination and cooperation for mutual
benefit. Studies have shown that youth who suffer from lack of good social
capital tend to fare poorly in school and have an increased probability of dropping
out and experiencing lower returns to their schooling investments. Studies have
documented the important effects of neighborhood peer influences on youth
behavior. Youths residing in a neighborhood in which a substantial portion of
young people is involved in crime or uses illegal drugs have significantly higher
probabilities of exhibiting analogous behaviors than do youths with similar family
backgrounds and personal characteristics living in neighborhoods in which a
small fraction of young people is engaged in such activities.

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Latin America has documented that the educational climate of the
household is one of the most important indicators of differences in educational
attainment and the opportunity for social mobility among children and youth.
Others have argued that, during recent decades, there has been a rise in
perverse social capital, which is reflected in the consolidation of informal and
illegal activities in environments which foster alternative forms of moral and social
cohesion. While it is not surprising that students from relatively disadvantaged
backgrounds tend to be low academic achievers, their situation underscores the
importance of providing special assistance to promote equal opportunity.
Government should take an action regarding the factors that affects low interest
of the youth to study. Government should establish the education of the youth
which consider as the hope of our nation: ; socio-economic of family,
environment of the community that can enhance to dream for their future by
valuing the education to signify that education is the key for the success of the
future, as well as the nation. Family of the youth has a big factor of influencing
the youth to continue their study. This study has relevant from other studies that
given emphasize the interest of the out-of-school youth with the support from the
parent and the government itself.
Synthesis of the reviewed literature and studies
The contents and analysis gathered from the different sources and studies
cited in this chapter are relatively analogous to the present undertakings on the
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aspect of finding out the related factors that cause to stop/drop from the school of
the youth, the interest and the support of the family to return to school.
The researcher found the related literature and studies essential and
relevant to the present study, for they provide rich information for better
understanding on the subject studies, relevant in the sense that it found on
reviewed literature and study’s authors several strategies that considered
important things for the youth is education. Most of the common factors that lead
to the youth to stop from school are poverty, lack of interest and unsupportable
family in the education.
Poverty and inequality in the Philippines remains a challenge. In the past
four decades, the proportion of households living below the official poverty line
has declined slowly and unevenly and poverty reduction has been much slow
that affect the education of the youth despite of free education in public school.
Most of the research for dropping out from school is lack of interest including
factors like poverty, economic status of the family, parental and family
involvement of the education of the youth, laziness and distance of the school
can enhance the interest of the pupils/student in dropping out from the school.
Lack of parents’ support can also view to the pupils to stop to study.
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that cause lack of interest of student to go to school that causes of drop out from
school. Lack of personal interest was also the commonly cited reason for OSYs
13 to 17 years of age, followed by the unsupportable parent and distant parent
cause of rising of Out School youth in the country. Government Programs meant
to encourage parental support have a positive relationship to school achievement
(Jeynes, 2005). It is important to assess parent’s current practices and
perceptions in these areas in order to know how best design programs to support
their involvement in supporting their child’s development while participating
Deped programs. Out-of-school programs should continue to explore ways to
enhance parent involvement. Continuing attention to children’s’ holistic
development and to making connections among the settings of home, school,
and after-school will strength these programs The relations between extent
support of the family and level of interest of the out-of-school-youth have been
subjects of study.
The extent support of the family is widely assumed that familial members
usually support each other by providing services. (Hank and Buber, 2009). The
behavior of the youth to drop-out or persist to study was also define as
environmental factor where the support of the family is needed and the person’s
factor with his/her own motivation and autonomy. (Street H, 2010) Finally, the
direct link between family support and interest of the out-of-school youth was
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confirmed, asserting correlations and possible causal relationships (Christenson
& Thurlow, 2004)
Chapter 3
RESEARCH METHODOLOGY
This chapter provides information on the research methods of this study.
The research design is described along with its important features. The details
on data gathering procedures followed the instruments utilized, and the
statistical tools used in the analysis are also discussed in this chapter.
Research Design
Burns and Grove (2003:195) define a research design as “a blueprint for
conducting a study with maximum control over factors that may interfere with
the validity of the findings”. This study use descriptive research and
correlational research to determine the extent of a relationship between the
level of family support and the level of interest of the out-of-school-youth to re-
enroll under the DepEd program. This design allowed for both breadth and
depth in our understanding of critical issues of rising of out-of-school-youth. We
collected and integrated quantitative data and measured and that their
relationships may be conclusively determined the data to confirm, augment,

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and challenge our understanding of about the issues of out-of school which our
government provides program for them. Program practices and structural
features—and support from government initiatives, were tested on the
dependent variable.
Respondents of the study
The respondents of the study are the selected out-of-school youth of
Brgy. Bambang, Los Baños, Laguna consist of two hundred (200) selected out-
of-school-youth. The youth are typically seven (7) to thirty-two years old (32)
who were stopped/dropped from the school commonly in public school which
education is free. The random sampling as sampling techniques was utilized to
allow researcher to infer information based on question and answer of selected
respondents to obtain high quality information and to detect a true association.
Table A
Respondents from each Zone
Zone Frequency Percentage %

I – Terminal 30 15
II – Ilang Ilang 29 14.5
III – Camia 28 14
IV – Rosal 27 13.5
V – Rubia 28 14
VI A - Eldridge 30 15
VI B - Camcaman 28 14
TOTAL 200 100
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The table present how the respondents are distributed from the seven
(7) zones of the barangay revealed near percentage of frequency from each
different zones. It appeared that from the zone I and zone VIA has the biggest
value of percentage and it closely to other zone it is interpreted that the
respondents from different zones of this baranggay are willing to re-enroll in
Alternative Learning System program to continue their studies and graduate
from elementary and secondary level. Close monitoring on implementation of
the Abot-Alam program from the agencies involve in this program could
encourage the interest of the out-of-school-youth as well as boost the support
of their family and the aim of the government on zero out-of-school-youth will
happen soon.
Table A.1
DISTRIBUTIONS OF RESPONDENTS ACCORDING TO AGE
Age Bracket Frequency Percentage
8 - 11 4 2
12 - 15 12 6
16 - 19 88 44
20 - 23 65 32.5
24 -27 27 13.5
28 - 31 4 2
Total 200 100
The respondents ages from eight (8) to thirty-one has been classified into
six groups, between 8-11 years old; between 12-15 years old; between 16-19
years old; between 20-23 years old; between 24-27 years old, between 28-31
years old.
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Table 1.1 indicates that most of out of school youths fall on 16-19 of ages
(with the percentage of 44%). Almost two-thirds (65 respondents, 32.5%) of the
respondents whose age was 20-23. The 27 respondents (13.5%) are from ages
24-27. About 12 (6%) of the respondents are from ages 12-15. The smallest
percentage of 2% from ages 8-11 and 28-31 of ages.
TABLE A.2
DISTRIBUTIONS OF RESPONDENTS ACCORDING TO GENDER
Gender Frequency Percentage %

FEMALE 63 31.5
MALE 124 68.5
Total 200 100
Table 1.2 shows that there were 124 respondents (68.5%) are males while
a total of 63 (31.55) are females; figures shows that there are more male out-of-
school-youth.
Table A.3
DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR LEVEL OF
EDUCATION
Level Frequency Percentage %
Grade I - II 6 3
Grade III - IV 8 4
Grade V - VI 13 6.5
H.S. 1st yr. - 2nd yr. 68 34
H.S. 3rd yr. - 4th yr. 105 52.5
Total 200 100
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Table A.3 shows that about 105 (52.5%) of the respondents were in not
finish high school or in 3 rd year – 4th year High school, relatively lesser number of
them, 68 (34%) were educated up to second year level. The numbers (13 or
6.5%) of respondents attaining the Grade V-VI are very few. Only 8 (4%) of the
respondents were in Grade III-IV level. In Grade I-II there are 6 (3%) respondent.
It can be concluded from the Table above that by and large the respondents
were not achieved their certificate or diploma in High School.
TABLE A.4
DISTRIBUTION OF RESPONDENTS ACCORDING TO THE INCOME OF THE
FAMILY
FAMILY INCOME Frequency Percentage %
15,000- above 6 3
13,000-14,999 1 0.5
11,000-12,999 4 2
9,000 - 10,999 17 8.5
7,000 - 8,999 27 13.5
6,000- below 145 72.5
Total 200 100
It is evident that less than three-fourth or 145 (72.5%) of the respondents
were in low income group, 6,000.00 –below monthly family income whereas 27
(13.5%) respondents were their monthly family income is in the range of
7,000-8, 9999. About 17 respondents (8.5%) were in the bracket of 9,000-
10,999; six (6) or 3% of the respondent were in the highest bracket of the table a
very few or total of 4 respondents (2%) were in the bracket of 11,000-12,999.
Only one (1) respondent were their family income is in the bracket of 13,000-
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14,999. It is evidence that the large number of OSYs in this community in very
low income concluded that poverty is the main factor why most of the male
respondents (in table A.2) are choose to stop and find job to help obtain daily
basic needs of the family. Most of the sources of income of the family in low level
income are fishing; farming; construction worker; household helper; and
“kargador sa palengke”. The low percentage falls in highest family income
denoted are the respondents from middle family that can afford to send their
children and attend the needs of their children in school.
Research instrument
The instrument used was validated through informal questions from the
out-of-school youth friends of my son, with the help of the OSYs, the questions
come up from their responses base on their interest and their family support for
their future re-enrollment. This instrument data collection was made up of four
sections. Section A is about the respondents’ profile. Section B asked
participants about the reasons for dropping out of school. Section C was1 item
Likert-type of questionnaire soliciting data on the interest of the out-school-youth
in re-enrolling under the DepEd program. Section D is composed of closed-
ended questions regarding the level of support of the family to the respondents
towards DepEd program for out of school youth. The Likert-type scale technique
was adopted for the scoring of the instrument. Respondents were free to express
their interest on Section C to study under the Deped program with any statement
on the questionnaire on a continuum ranging from Highly interested to not

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Interested. Highly Interested 4 points; Interested 3 points; Slightly interested 2
points; Not interested 1 point. Section D from To fullest extent of support 4
points; To a great extent 3 points; To a slight extent 2 points; to a least extent 1
point. The responses for each item were counted. Prior to the main data
collection, thus enabling the researcher to improve the reliability of the research
instruments in terms of content, wording and bias.
The respondents were oriented by the researcher to make sure of the
information and clarity of the given of the questionnaires. Survey will be
conducted by the researcher house to house survey in order to get the exact
data of information. The Educational Survey empowered by NATIONAL YOUTH
SURVEY BASELINE QUESTIONNAIRE 12-18 Versions for out of school youth.
That will use the researcher and revise based on the study.
Data Gathering Procedures
The researcher carried a letter of request for the conduct of the study to
the Barangay Chairman. Upon the approval of the request, the Barangay
Chairman handed the monitoring copy they conduct for the Abot-alam program
implementation consist the list of the out-of-school-youth with their names,
address age and the parents, the researcher will select the respondents for each
zone of the barangay. After identifying the respondents, the researcher
distributed the questionnaires to the house of the respondent for the
administration of the instrument. The survey last for almost one month due to
some reasons like; (a) parent did not cooperate due to misjudge that their
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children/child are forcing to study again, (b) respondents are mortified to give
information and lastly (c) house-to-house survey in different phases of the
barangay which most of the respondent are in isolated area of the barangay. At
the outset of the study, the researcher engaged in the gathering information
related to the research variables. The body of information gathered has provided
the researcher with additional sights as to the instrument to be used in gathering
data. Information and response of the students will be processed and subjected
to statistical treatment. The findings will be extracted and analyzed based on the
processed data after collecting the instruments.
Statistical Treatment of Data
The data collected from the questionnaire will review, tabulate and code
for analysis. The variables are coded and interpret as based on the profile of the
respondent; age, gender, civil status, Highest education attainment, economic
status of the family, factors that affect the youth to dropped/stopped from school,
the level of interest of the out of school youth, support of the family and the
awareness of the respondent to the Alternative Learning System (ALS)
program in the Brgy. Bambang, Los Baños, Laguna.
The Mean - The researcher utilized the mean and the standard
deviation using the Likert’s Scale weighted 4 is the highest with numerical
description of 3.50 – 4.00 under the verbal description of to the fullest extent TFE
support and the high interest HI and the lowest is 1 with numerical description of
TLE to the least extent support and NI not interested.

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Goodman and Kruskal’s gamma correlation was used to measure the
level of interest of out-of-school-youth and the support of their family, and the
formula is to decide on whether to accept or reject the null hypothesis using the
probability @ α where equal to 0.05, the following rules are applied; a) If gamma
coefficient has a nonprobability of less than α, then there is significant
relationship and the null hypothesis is rejected; and b) If gamma coefficient has a
probability of equal to or greater than α, then there is no significant relationship
and the null hypothesis is accepted. It is a symmetric measure of association
correlation of the extent support and the level of interest which delivers values in
the range of -1.0 to +1.0. It appeared that the Family Support Versus the Level of
Interest, it has a very high correlation (0.867) and since the computed P-value of
0.001 was lower than the critical P-value of 0.050 then it can be said that there
was a significant relationship between the two paired variables.
Table B
The 4 - Point Likert Scale
Weight Numerical Verbal Description

Description
4 3.50 – 4.00 To a Fullest Extent Highly Interested
(TFE) (HI)
3 2.50 – 3.49 To a Great Extent Interested (I)
(TGE)
2 1.50 – 2.49 To a Slight Extent Slightly Interested
(TSE) (SI)
1 1.00 – 1.49 To a Least Extent Not Interested (NI)
(TLE)
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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
To complete this study properly, it is necessary to analyze the data
collected in order to test the hypothesis and answer research questions. As
already indicated in the preceding chapter, data is interpreted in a descriptive
form. This chapter provided the gathered data and the researcher’s analysis
and interpretation of the results of the distributed surveys. The data were
presented in a clear and concise form, most which used graphs and tables.
1. The Related Factors that cause the Out of School Youth to Stop /
Drop from School.
Table 1
Related Factors that cause the Out of School Youth to Stop / Drop from
School
Indicators Frequenc Percentag Rank

y e
1 Early pregnancy. 18 9.00 4
2 Peer influence. 28 14.00 3
3 Financial difficulties. 98 49.00 1
4 Prioritizing education of other siblings. 2 1.00 7.5
5 Parent’s separation. 5 2.50 5
6 Laziness. 43 21.50 2
7 Lack of parent’s support. 4 2.00 6
8 Other reasons. 2 1.00 7.5
Total 200 100.00
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Table 1 presents the reasons why they stopped schooling. Ninety eight
(98) or 49% respondents’ reason was financial difficulties.
As revealed, students in various gender groups, school levels, and
locations are at-risk of dropping out for various reasons. Some of these factors
are common to all dropouts, while others are more keenly associated with
specific groups. The adverse effect of poverty on children’s participation in school
is clearly manifested in all dropouts, and in many different ways depending on
whether they are male or female, are in elementary or secondary, in lower or
higher school level, and in urban or rural areas. Those who come from rural
areas are most vulnerable in two ways. First, because their parents have little
and irregular income, they often lack money for school-related expenses such as
school allowance, transportation, uniforms and class requirements. Families with
limited financial resources prioritize their expenses, allotting whatever little
money they have to more urgent family needs like food,
Financial difficulties considering fact that the family has no sufficient
amount to support the basic family needs. The child is almost 13 years old and
he dropped from the school at the age of 10 years old at grade 5 level. It is
proven that the youth will prioritize the basic need of the family rather than their
education n. Some female out-of-school youth are working as house maid and
did not finish their studies. The high percentage of the respondent are from the
low income family and has a problem in financial.

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Higher dropout rates in secondary levels were also possibly influenced by
parents’ valuation of education as an investment. While all 18 parents/guardians
who were interviewed believed that sending their children to school was an
important step in improving their economic situation, they also admitted that
when their limited income could not provide for school-related expenses such as
transportation fare and pocket money, they thought it best for their children to
stop schooling. This was confirmed by one DSWD personnel who did the
mapping for out of school youth in barangay were the study was undergone,
who attested that parents did not hesitate to pull out their children. She added
that if parents experience financial difficulties, they will not hesitate in pulling one
child out of school; they would feel it would be a waste if the graduating child is to
drop out.
Separation of parents, jobless or sick father that brought to them for
financial difficulties another serious problem for the youth is the laziness and
peer influence. We all know that our environment is factor contribute in molding
the behavior in early age, the researcher find out peer influence can bring the
youth to change their behavior. The factors that lead to some of them to stop
studying is laziness and peer influence. Many children live on the wrong side of
the tracks in places where education is not valued, where drugs, gangs and
violence abound. And where schools are low-performing, they often lack
community and health support. Behavior adapted from the fear give insight that
peer influence is stronger than the family values given by their parents. If they
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were happy to their peer and the peers where they were belong is not studying
they were influence also to stop in studying. If the family supports their children
not only in the basic needs they want in all aspect as the parent the rising
dropout in this barangay can be lessened. Family support is visualized in this
study for the success of the youth. According to them not all out-of-school-youth
has no interest in study but they need to support the basic needs of the family.
Parent Engagement was most often reported as a necessary factor for a child to
be successful in school. Research stated educational support from parents is the
key to a child being successful and staying in school. If parents do not hold high
aspirations for their child’s educational attainment, their child will not see the
purpose of staying in or doing well in school. (Russell and Sun Ah Lim, 2008) If
parents are engaged early in the child’s educational career the child is more
likely to be successful in school. The parent’s interest and investment in their
child’s education shows the child that education is important. This consequently
increases the child’s likelihood of having value to their education.
In this section, study assessed the level of interest of the out of school
youth to re-enroll under the DepEd program and the extent of the support of their
family at Brgy. Bambang, Los Baños, Laguna.
“The lack of interest among school children indicates a weakness on the
part of the school system to make education interesting for the students. This
may be due to poor teaching quality, inadequate facilities and supplies and poor
infrastructure. Poverty, social exclusion, school distance and poor health are,
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likewise, factors that weigh heavily on children and dampen their interest to pursue
schooling," said the report. The challenge, therefore, is how to make the school
interesting and encouraging rather than intimidating; how to make it inclusive, non-
discriminatory and poor-sensitive rather than exclusive and elite-oriented; and how to
make it accommodating rather than restricting. Finally, the education content, process
and experience should be made more meaningful to the children’s life experiences by
ensuring appropriate, culture-sensitive and values-based-interventions.
2. The Level of Interest of Out-Of-School-Youths to re-enroll in Alternative
Learning System.
Table 2
The Level of Interest of OSY to Re-enroll in Alternative Learning System
Indicators: As an out-of-school-youth I: Ẋ VI Rank
1 am interested to know about DepEd programs for 3.04 I 1
Out-School-Youth.
2 pay attention for the program launch by the 2.73 I 5.5
DepEd program for out of school youth.
3 prioritize to find location of schools offered for out 2.64 I 7
of school youth
4 spend time to inquire procedures for re-enrolling 2.79 I 2
under Alternative Learning System.
5 must show interest to read facts and information 2.54 I 9
about Alternative Learning System
6 prepare the documents to be submitted for re 2.59 I 8
enrolment under the Alternative Learning System.
7 must show effort to continue studies under 2.75 I 3
Alternative Learning System
8 spend time to research on information about 2.41 I 10
Alternative Learning System
9 seeks assistance to re-enroll in the Alternative 2.74 I 4
Learning System Institution
10 have a positive point of view for my re-enrolment. 2.73 I 5.5
Average Mean 2.70 I
Legend: 4 3.50– 4.00 Highly Interested (HI) 3 2.50 – 3.49 Interested (I)
2 1.50 – 2.49 Slightly Interested (SI) 1 1.00 – 1.49 Not Interested (NI)
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It appeared that indicator number 1 which states that “Am interested to
know about DepEd programs for Out-School-Youth” has a biggest value of mean
(3.04) which was interpreted that the out-of-school-youth has interest to know the
DepEd program. It is interpreted that the respondent are willing to know the
benefit given by the DepEd. The foregoing background of the state of primary
education and EFA targets thus provided the framework for the formulation of the
Philippine EFA strategy. The strategy aimed to ensure that there would be
universal basic education of appropriate standards by addressing the access,
equity, quality, relevance and sustainability concerns relative to the flow of
students into and within the system. Special attention was to be focused on
particular target groups.
EFA efforts were to be directed towards bringing basic education to the
rural poor, the urban slums, cultural communities, refugees, women, the
disabled, and other educationally disadvantaged groups. For those outside of the
educational mainstream, such as non-literate, semi-literate adults and out-of-
school youths, broader access to the alternative learning systems was to be
ensured to provide them functional literacy skills and continuing education for
development (CED). The ALS was equally meant to serve developmental
functions: through it learners would go on learning towards the development of a
learning society, the scope of choices of learners in acquiring education would be
widened, certain inherent inadequacies and limitations of the school system
would be addressed and the way for the so-called borderless or "open" learning
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would be smoothly paved. For OSYs who are interested to avail themselves of
the program, will have to approach the purok leaders, as established by the
provincial government, and get enlisted by the barangay chairpersons who will
then forward the names to the mobile teachers for education. Most of the out-of-
school-youth show enthusiasm on how they can avail the program that the
DepEd will provide for them. Indicator number 8 stating that “Show effort to
continue studies under DepEd program” has a lowest mean (2.41) also
interpreted as interested. The DepEd’s Abot Alam Zero OSY has been aimed at
attracting an estimated four million OSYs in the entire country but more than a
million of them are targeted for the program this year, this program was
supported by the Education Secretary Armin Luistro.
Table 2 shows that the average mean of the interest of the respondent is
in the legend of 3 it means respondent are not highly interested to re-enroll under
the DepEd program. Most of the male respondent ages 17-27 that are not
completed in their elementary and secondary level are construction workers;
work in farm and in the market. Female respondents whose same and did not
completed their elementary level are household worker and sales lady in the
market. Among in the female respondent ages 15 – 20 years old has no interest
to re-enroll under the DepEd program got pregnant at the early age, Male
respondent who have been finished in elementary level and soon to become
father at the ages of 15-20 years old have an interest to re-enroll in Alternative
Learning System (ALS).

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GRADUATE SCHOOL 69
The public school offer free tuition for enrollment for elementary but also in
High school students. This may count for high enrollment in schools, although
the enrollment has high result, many poor families in unable to finance the
ancillary school needs of the children. The reason why out of school youth
happens because of the problem of the family that forces a teenager to work
early that they shouldn’t be. According to socio economic report most of the
youth if they experience to earn money the chances of the youth to return to
school is stumpy reason for this because even they did not graduate in high
school they can earn money to help their parents. One of the respondent a
tricycle driver (he did not own the tricycle) his interest to re-enroll again in school
has lost because if he going to study nobody give money for his mother in able to
eat three times a day. This study find that the result of the survey, respondent
“Interest to re-enroll Alternative Learning System. Base on the instrument used
by the researcher, “Spend time to research on information about DepEd
program.” Mark as ranked 9 shows that the respondent has low interest to know
the information about the DepEd program that can help them to finish their
studies. With the average mean of 2.71 in this table most of the out-of-school-
youth are interested to re-enroll in the Alternative Learning System. Almost all of
them recognized the importance of an education, and the majority was interested
in returning to school, if they could be supported with scholarship and tutoring.
Out-of-school-youth were not more likely to be involved in illegal activities than
other youth cohorts, such as youth in school, even though some of them
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GRADUATE SCHOOL 70
sometimes reported resorting to illegal activities to earn money. When the
researcher conducts the study for OSYs and gives information about the
Alternative Learning System for Out-of-school-youth the researcher notice their
interest in completing their basic education as well as of their families.
Education is an extremely important for bringing change in the lives of
individual but not all are given a chance to attend formal school. It has
universally been recognized as the most powerful instrument for gearing up the
socio-economic development of the nation. What could be the best tool to the
youth to encourage them to continue their studies in the Alternative Learning
System. The DepEd program like Alternative Learning System or ALS
institution, for the out-of-school-youth all non-schooler’s are given opportunity to
pursue their schooling. There is considerable evidence that certain types of
investment in youth yield significant benefits. There are large number of public
program and policies for youth in the Philippines. Youth are protected under the
constitution and granted rights of representation in local and national bodies.
Even those who are married they can still attend this program if they want to
have the certificate that will help them to find better job. Also for those who are
dropped out from elementary and secondary school may have chance to attend
Tertiary level by passing the examination.
3. The Level of their Family support to Re-enroll in Alternative Learning
System (ALS)
Table 3
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GRADUATE SCHOOL 71
Level of Family Support to Re-enroll in Alternative Learning System (ALS)
Indicators Ẋ VI Rank
1 My family is interested to know information about 2.68 TGE 4
Alternative Learning System institutions for Out-of
school youth.
2 My family seek schools offered academic 2.45 TSE 10
program for out-of school youth.
3 My family will help me for my re-enrolment in 2.55 TGE 6
Alternative Learning System.
4 My family spend quality time with me to prepare 2.46 TSE 9
documents for re-enrolment in Alternative
Learning System.
5 My family will come with me for my re-enrolment 2.74 TGE 3
in Alternative Learning System.
6 My family demonstrate willingness for my re 2.51 TGE 8
enrolment in Alternative Learning System.
7 My family provides success stories of the 2.54 TGE 7
graduates from in Alternative Learning System to
inspire me.
8 My family set good example to inspire me to 3.22 TGE 2
continue and finish my studies.
9 My family motivate me every time I feel timid to 2.65 TGE 5
re-enrol in Alternative Learning System.
10 My family find ways for my studies despite of our 3.25 TGE 1
financial difficulties.
Average Mean 2.71 TGE
Legend: (4) 3.50 – 4.00, To a Fullest Extent (TFE); (3) 2.50 – 3.49,To a Great
Extent (TGE); (2)1.50 – 2.49,To a Slight Extent (TSE); (1)1.00 – 1.49, To a Least
Extent (TLE)
Table 3 discloses the assessment of the respondents on how supportive is
their family to them to re-enroll in Abot-Alam and Alternative Learning System
(ALS).
It can be seen in here that indicator number 10 stating that “My family find
ways for my studies despite of our financial difficulties” got a highest mean of
3.25 interpreted as to a great extent while indicators number 2 stating that “My
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GRADUATE SCHOOL 72
family seek schools offered academic program for out-of school youth under in
Alternative Learning System” yielded a lowest mean of 2.45 which was
interpreted as to a slight extent.
On the general assessment, it can be noticed that the following indicator
numbers 10, 8, 5, 1, 9, 3, 7 and 6 “My family find ways for my studies despite of
our financial difficulties” (3.25, rank 1), “My parents set good example to inspire
me to continue and finish my studies” (3.22, rank 2), “My parent will come with
me for my re-enrolment in Alternative Learning System” (2.75, rank 3), “My family
is interested to know information about Alternative Learning System institutions
for Out-of school youth” (2.68, rank 4), “My family motivate me every time I feel
timid to re-enrol” (2.65, rank 5), “My family will help me for my re- Alternative
Learning System” (2.55, rank 6), “My parents provide success stories of the
graduates from Alternative Learning System to inspire me” (2.54, rank 7) and “My
family demonstrate willingness for my re enrolment Alternative Learning System”
(2.51, rank 8) have been assessed as to a great extent while the remaining
indicators such as numbers 4 and 2 “My family spend quality time with me to
prepare documents for re-enrolment” (2.46, rank 9) and “My family seek schools
offered academic program for out-of school youth Alternative Learning System”
(2.45, rank 10) have been assessed as to a slight extent. The calculated average
mean was 2.71 which were interpreted as to a great extent; this simply means
that the support of the family of the respondents to re-enroll in Alternative
Learning System (ALS) is a great extent.

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GRADUATE SCHOOL 73
Table 3 showed the average mean of 2.71 with the great extent, parents
support their children to re-enroll Alternative Learning System. During the survey
some parents showed the great interest to re-enroll and finish the basic
education of their children, some of the parents don’t to get involved in the study
they refuse to answer the instrument given. Study find out that most of parents
of the respondent has the high extent support to re-enroll their children
Alternative Learning System. Information about the DepEd program are very
interesting issue to the most of the parent of the respondent. A clear definition of
the government program for the out-of-school-youth enhances them how they
can study again under DepEd program. One of the parent said “ may nag survery
dito sa amin yun mga konsehal ng barangay ang tanong kung sino-sino yun hindi
nag aaral, tinanong ko kung bakit ang sagot lang nila kasi utos sa munisipyo yun
lang sinabi, akala ko nga kaya ganun magbibigay ng scholar ang munisipyo,
pero hangang ngayon wala naman bumabalik dito sa amin. “My family find
ways for my study despite of difficulties” that marked as rank 1 prove that the
family of the respondent willing to support the education of their children. They
are interested for the DepEd program newly launched; they wanted how they
children can continue their study,
ALS program of Department of Education aimed at eradicating literacy
among out-of-school-youth, mapping for the number of out-of-school-youth is not
clearly define for the parents in Brgy. Bambang. Most of the area was the most
population of out-of-school youth has no information handed to them about the

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GRADUATE SCHOOL 74
program of the Department of Education, during the survey parents are agreed to
re-enroll their out-of-school-youth child/children and they are willing to support
their child/children. It is proven on data gathered by yours truly it shows that the
parent has a great extent to support their children to study Alternative Learning
System, the researcher explained thoroughly the purposed of mapping that the
program aimed is to zero OSY. Parent shows eagerness to support their
children to study under the program.
Support of the family in education of the children, will increase the
chances of being a good student. Parental interest reinforces the message that
education is important and the active participation, involvement and support are
positive force. It is widely recognized that if pupils are to maximize their potential
from schooling they will need the full support of their parents.
Table 4
Correlation Analysis on Family Support and Level of Interest
Variable Gamm Verbal P-Value Remark Decision

s a-Value Interpretatio Compute Tabular s
n d
Family 0.867 Very High 0.001 0.050 With Accept Ha
Support Correlation Significan and
Versus t Relation- Reject Ho
Level of ship
Interest
Table 4 unfolds the significant relationship between family support and the
level of interest of Out-of-School-Youth to re-enroll in Alternative Learning
System (ALS). It appeared that the Family Support Versus the Level of Interest, it
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GRADUATE SCHOOL 75
has a very high correlation (0.867) and since the computed P-value of 0.001 was
lower than the critical P-value of 0.050 then it can be said that there was a
significant relationship between the two paired variables, hence the alternative
hypothesis is hereby adopted while the null hypothesis is hereby discouraged. It
signifies that most of the parents in this study are willing to support their children
to re-enroll in the Alternative Learning System (ALS). We all know that that
family support plays a big role in every activities of the student in academic
performance. The family plays significant role in the lives of out-of-school-youth.
There are strong parental influences in the decision for a child to stop his or her
education-deference to the authority of the parent is not questioned as far as the
youth is concerned. Parents are their children’s number one role models,
whatever their situations. The mother is viewed as the youth’s confidant and
teacher. Family togetherness is the primary source of joy.
5. Enhancement Program for Out-of-school-youth.
Table 5
Enhancement Program for Out-of-school-youth
Time Person Success

of
Area Objectives Activities Frame Involve Individual
Related Reach OSYs Map out, Jan. 17, Brgy. Mapping

Factor that provide them profile, 2015 – Captain- done and
cause to with enlist the Feb. 15, Joselito have the
drop/stop appropriate OSYs in 2015 Manzanares complete
from every zone data with
interventions
of the Councilor the total of
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GRADUATE SCHOOL 76
school on education barangay Allan 1064 OSYs

for further Alvarez
(Financial future
Difficulties) The
employment
researcher
itself
Level of Enhance the Match Within the The out-of- Majority of

Interest Level of OSYs with year of school the OSYs
interest to the 2015 youths enrolled in
re-enrol in relevant ALS
ALS program
and
institution
Level of Support their Stretch Jan. 17, The Family Value the
Family OSYs information 2015 – of the out- education
Support child/childre about the end of the of-school- that
n in re- benefits of survey youths encourage
enrolling in education them to
ALS support the
OSYs to
enrol in
ALS
The enhancement program help community based youth through
opportunities for education, possible career and employment that lessen the
problem in financial difficulties. Majority of the out-of-school youths are enrolled
in ALS institutions in Brgy. BayBayin and Brgy. Maahas. The purpose of
mapping is to match the OSYs level of education to the relevant ALS program
and institution that enhanced the level of their interest.
The out-of-school-youth obtain specific skill sets for employment or
entrepreneurship or equip to take the ALS Accreditation or Equivalency test. All

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GRADUATE SCHOOL 77
enlisted learners enrolled under the A & E Program of ALS shall take the A & E
test to be able to acquire elementary or high school diploma, those who pass the
The A & E test passers shall then be referred by DepEd to partner
agencies for further certification higher education scholarship grants. This
enhancement program is to locate the out-of-school youth in the barangay who
are 7 to 30 years old and who have not completed elementary and High School
education to mobilize and harmonize programs which will address the OSY's
needs and aspirations".
The noble intention of this study is for the out-of-school, in order to bring
them into the mainstream of active youth.
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The overriding purpose of this study was to determine the relationship of
level of interest of out-of-school-youth and their family to re-enroll in Alternative
Learning System in barangay Bambang Los Banos Laguna. It determined the
factors that influence the youth to stop/drop from the school. The study utilized
a self-made instrument which was given to the 200 randomly selected
respondents from Barangay Bambang in Los Baños Laguna. Most of the
respondents are male (68.5%), who were dropped in the secondary level in
PAGE
GRADUATE SCHOOL 78
Third Year – Fourth Year (52.5%) followed by First Year – Second Year (34%)
ages Twelve-Nineteen (12-19) years old. The data were treated statistically
using the Goodman and Kruskal’s gamma correlation.
Summary of Findings
The study revealed the following significant findings, after the data
gathering and analysis of data:
1. The Related Factors that cause out-of-school-youth to drop/stop
from school.
OSYs drop/stop schooling due to financial difficulties, rank 1 (49%) from the
factors that influenced to the youth to dropped from school therefore it is also
rooted of poverty that cause for them to help the primary or basic needs of the
family instead of attending class and acquire knowledge from school
2. The Level of Interest of the OSYs to Re-enroll in Alternative Learning
System
The research shows that the level of interest of out-of-school-youth to re-
enroll in Alternative Learning System has an average mean of 2.70; they are
interested to know about the DepEd program for out of school youth. It is also
evidence that respondents want to study through the Abot-alam program.
3. The Level of Support of the Family of OSYs

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GRADUATE SCHOOL 79
Majority of the family of the out-of-school-youth with 2.71 percentage it is
evident that the family has a great extent support to enroll in Alternative Learning
System and finish their studies. Their families find ways for their studies despite
of their financial difficulties. It is revealed that they were interested to the
extensive implementation of the Abot-alam program campaign that will benefit
their children.
4. The Significant Relationship between the Level of Support and
Interest to Re-enroll in Alternative Learning System (ALS).
It appeared that the Family Support Versus the Level of Interest, it has a
very high correlation (0.867) and since the computed P-value of 0.001 was lower
than the critical P-value of 0.050 then it can be said that there was a significant
relationship between the two paired variables, hence hypothesis is hereby
rejected.
5. Enhancement of program.
Majority of the respondent (146 out-of-school-youth 73%) of this study are
enrolled in Alternative Learning System program. The family of out-of-school
youths gives full support for their studies in Alternative Learning System. They
believe that education is the tread for the success of the future life and bridge for
the better life, aspiring that the problem financial difficulties will lessen.
Conclusions
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GRADUATE SCHOOL 80
Based on the above-mentioned outcomes of the study, the following
conclusions were drawn:
1. Poverty leading to family financial difficulties is the main factor that affects
the youth to stop/drop from school.
2. The out-of-school-youth have an interest to return to school, given
necessary support (financial, motivational and pedagogical).
3. Parental support to the children is fully extended.
4. Parental support plays a crucial role in their decision to stop or attending
school.
5. Effective enhancement program lead the out-of-school-youth to re-enroll in
Alternative Learning System.
Recommendations
Based on the summary and conclusion presented, the researcher has
arrived to the following recommendations.
1. The government agencies should expand the household survey and
integrate and improve existing statistics and program information so as to provide
crucial assistance to the provinces in setting priorities and in raising awareness
down to the community level of how well the government is meeting the minimum
basic needs of the people.

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GRADUATE SCHOOL 81
2. Local government as well as the families should encourage youth to
involve in civic and society program to enhance and develop talents skills. A
program that value the importance of education that will stimulate the interest of
the youth to study to lessen the out-of-school-youths.
3. Develop facilitating mechanism for tracking the out-of-school-youth
population, documenting experiences, disseminating information, and networking
with those engage in youth activities and advocacy for youth has limited the
potential that exist in the Philippines for making a significant impact of the out-of-
school-youth.
4. Parents should have full access to their responsibility and obligation on
the education of their children and should provide an appropriate home
environment; instill the values of the importance of education.
5. Provide ALS school in every community school to easily access by the
out-of-school-youth so that distance may not be hindrance for them to continue
their studies in the Alternative Learning System (ALS). Encourage youth to
participate in civic organization. Provide much information about government
programs and were concerned that any opportunities that existed would be
difficult to access without political support or strong academic skill and would
mostly be available in urban areas. Information on programs opportunities to be
made available at the local (barangay) level in order to increase opportunities in
education, particularly scholarship and alternative learning programs.

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GRADUATE SCHOOL 82
6. Future studies may be conducted to assess whether the
recommendations were adapted and successful.
BIBLIOGRAPHY
A. Books
Christenson, William Q. & Thurlow, John A. (2004) Handbook for school
counseling (p.641) The economic impact of school dropout is reflected
in both short and long-term loss of career options and earning potential.
Hank, Barbara J. and Buber, Charlie T. (2009).The Costs of Children: Parenting
and Democracy in Europe, Child Care help by grandparents
Patterson, Gerald A. and Stouthamer-Louber, Magda F. (2006) Correlation of
Family Management Practices and Deliquency” Child Development.

PAGE
GRADUATE SCHOOL 83
Street, Henry B.. (2010) Factors in influencing a learner’s to drop-out or persist
their study is based on the environmental factor and the person factors.
Environmental factor the family support plays a big role on persisting or
dropping out from school.
B. Journals / Newspaper / Publication
APIS 2008 and FLEMMS 2008, Education and Mass Media Survey (FLEMMS)
reveal that the literacy rates, both simple and functional,2 for children
aged 10–15 years differ between OOSC and the in-school population,
under the journal of Jose Ramos G Albert Why are some Filipino children
are not in school August 2011 series edition
Caoli-Rodriguez (2007) & Maligali , Albert L. 2008 In pursuit of sex parity: are
girls becoming more educated than boys? declined by 12 percent from
2002 to 2005 in the elementary level . A survey on functional literacy,
education, and mass media in 2003 also reveals that the number of
students whose age is mismatched with their school level is quite high: 7.3
percent of children in the 6–11 age.

PAGE
GRADUATE SCHOOL 84
Harris, Charles M. ( 2012) Lack of support and encouragement from their
parents as the reason they quit school High School Dropouts Blame Lack
of Parental Support, Teen Pregnancy
Nava, Fe Josefa G, UP Diliman Journal for student’s cause of increasing drop-
outs, College of Education University of the Philippines, Diliman
Olchondra Jenny D. (2012, Philippine Daily Inquirer (PDI) tuition hikes would
further push more Filipino students to drop out of school.
High dropout rates because of parental absence.
Sisante , Jam S. GMA News article, (2008). MANILA, Philippines - Despite the
annual increase in the budget for basic education, fewer children
are enrolling in schools. The reason: poverty.
Wendell, Jose P. Capili UP Diliman Journal (2009) Factors in School Leaving:
Variations across Gender Groups,
C. Unpublished Theses and Dissertations
Davenport Benzen G. (2010) Parents really need to have support in relationships
with others for us to be able to carry the burden of raising our youth.
Dewey, Cornell J. (2012) The link between teasing and bullying and a school’s
dropout rate exists independent of other demographic factors, according
to the new report, published online in the Journal of Educational
Psychology.
PAGE
GRADUATE SCHOOL 85
Jeynes, William (2005) The Relation Between Parental Involvement and Urban
Secondary School Student Academic Achievements
Locsin, Joel T. (2014) Develop a love of learning for its own sake rather than
for grades, and giving them the opportunity to experience valuable hands-
on, community-based, spontaneous, and real-world experiences to learn
21st Century skills.
Sweeten, Gary Allen A. Master of Arts, 2004 School dropout and subsequent
offending: distinguishing selection from causation
D. Articles / Research
Aboitiz Foundation, Inc. is the corporate foundation of the Aboitiz Group.
Established in 1988, it addresses the social and economic development
needs of marginalized members of society. It implements corporate social
responsibility interventions especially in areas where Aboitiz companies
are located. The Foundation focuses on three program components,
namely education, enterprise development, and environment.
Aikens, Nikki L, & Barbarin Oscar, (2008). RFeason lack of interest to study .
The school systems in low-SES communities are often under
resourced, negatively affecting students’ academic progress Inadequate
education and increased dropout rates affect children’s academic
achievement, perpetuating the low-SES status of the community.

PAGE
GRADUATE SCHOOL 86
Ang, Alvin of the University of Santo Tomas working as a cites economist,
(2011)Top Ten reason why Filipino youth children are out in the school
Bost, Williams H. (2004) The Role of Parents in Dropout Prevention: Strategies
that Promote Graduation and School Achievement. Family support
and interest of the out-of-school youth was confirmed, asserting
correlations and possible causal relationships
Draper, Stephen W. (2008) Department of Psychology, University of Glasgow.
follow the model of Tinto (1999) the most commonly referred to
model in the student retention/dropout from school is Tinto's model. .
monitor students’ academic performance and make referrals to
counselors, academic advisors, and tutors.
Grohol, John M. Psy.D., 2010, Expert in online psychology and behavior,
researcher, author, and CEO & founder of the leading mental health and
psychology network, believe the work sheds light on how humans develop
and transmit culture.
Long, Dallas C. (2012). Theories and models focus on how the student’s
behavior and growth are directly affected by the educational environment.
This family of theories is used extensively in academic advising and

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GRADUATE SCHOOL 87
career services. It also describe how students make decisions that affect
themselves and others.
Mapp, Karren (2004) former Deputy Superintendent of Family and Community
Engagement, Promoting Effective Parent Involvement in Secondary
Education and Transition The Role of Parents in Dropout Prevention:
Strategies that Promote Graduation and School Achievement, family
involvement and school competition
Moshin, Terry P. l (2004) The economic effects of students’ dropouts are the
major reason of increasing dropout globally.
Park, Ji-Hye B. (2007), Factors Influencing Adult Learners' Decision to Drop
Out. The purpose of his study was to determine whether persistent
learners and dropouts are different in individual characteristics
Schargel, Franklin J. (2013) Former Teacher, School Counselor and School
Administrator The Real Reasons Children Drop Out of School
E. OTHER SOURCES
Abot- Alam program , Share on Social Media Abot-Alam is an initiative that aims
to map OSY and enroll them in appropriate program interventions in
education, entrepreneurship, and employment.
Blogspot.com/ 2011 reason out of school youth.

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GRADUATE SCHOOL 88
E-Net Philippines said the strategy is flawed. “As a motivation to go to school

Google Chrome http://www.gmanetwork.com/news/story/111257
News/specialreports/poverty-hunger-prevent-filipino-kids-from-getting-
Basic-education#sthash.0XmyEomM.dpuf
APPENDIX A: QUESTIONNAIRE
Dear Respondents,
I am currently conducting my thesis entitled “Level of Interest and Family
Support of Selected Out of School Youths in Brgy. Bambang, Los Banos, Laguna
on DepEd Programs”. In connection with this, I am humbly asking that you
answer this survey form so that I can gather pertinent data for the completion of
this study. Please be assured that the results shall be treated with utmost
confidentiality.
Thank you and God bless.
Julia Tagle-Field
Researcher
I. Personal Profile
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GRADUATE SCHOOL 89
Name:
(optional)_____________________________________________Age:______
Gender:_________
Highest Educational Attainment __________________________________(ex:
2nd yr)
Direction: Please check the appropriate blank for your personal

information. (Lagyan ng tsek ang kaukulang patlang para sa inyong
impormasyon)
Monthly income of the Family (Buwanang kita ng pamilya)

____ 15,000.00 above
____ 13,000.00 – 14,999.00
____ 11,000.00 – 12,999.00
____ 9,000.00 – 10,999.00
____ 7,000.00 – 8,999.00
____ 6,000.00 below
II. Reason for stopping/dropping out of school (Kadahilanan o

Rason ng paghinto sa pag aaral)
Direction: Please check honestly on the opposite column the reason why you
stop studying.
(Direksyon: Lagyan ng tsek ang kasalungat na kolum ang kadahilanan o
rason kung bakit ikaw ay tumigil sa pag aaral)
1. Early pregnancy
(maagang pag bubuntis)
2. Peer influence ( impluwensya ng mga
kaibigan)
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GRADUATE SCHOOL 90
3. Financial difficulties (kakulangan sa

pinansya)
4. Prioritization of education for other
siblings
(tumigil ng pag-aaral para
magpaubaya sa pag-aaral ng
kapatid)
5. Separation of parent (naghiwalay
ang mga magulang)
6. Laziness (katamaran sa pag-aaral)
7. No parent’s support ( walang suporta
ang aking ama at ina)
8. Other reasons ( ibang dahilan)
III. Level of Interest

Direction: Please check and rate yourself honestly based on your interest to
(re-)enrol on DepEd programs. Be guided by the following: ( Lagyan ng tsek ang
kaukulang bilang para sa inyong interes na makapag aral muli sa ilalim ng mga
programa ng Deped. Gawing batayan ang mga sumusunod sa ibaba:
4 - Highly Interested (Mataas ang interes)

3 - Interested (Interesado)
2 - Slightly Interested (may bahagyang interes)
1 - Not Interested (hindi interesado)
As an Out of School Youth, I… 4 3 2 1

1. Am interested to know about the DepEd programs for Out-
School-Youth
(ako ay interesado na malaman ang mga programa ng
DepEd para sa mga kabataang hindi nag-aaral)
2. I Pay attention for the program launch by the Deped
program for out of school youth ( bigyan pansin ang mga
programa inilunsad ng Deped para sa mga kabataang hindi
nag aaral)
3. Prioritize to find location of schools offered program for out
of school youth under Deped program ( Bibigyan ng
pagpapahalaga ang pagsasaliksik samga eskwelahan para
sa mga kabataang nais bumalik sa paaralan)
4. Spend time to inquire procedures for re-enrolling under
Deped program
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GRADUATE SCHOOL 91
(Maglalaan ako ng oras at panahaon upang malaman ang

tamang panuntunan para sa pagbabalik sa eskwelahan sa
ilalim ng programa ng Deped0
5. Show interest to read facts and information about Deped
program
(Pagpapakita ng interes sa pagbabasa at pagsasaliksik ng
kaalaman tungkol sa programa ng Deped)
6. I Prepare the documents to be submitted for re enrolling
under the Deped program ( Paghahanda ang mga
dokumento na kakailanganin para makapag aral muli sa
mga programa ng Deped)
7. Show effort to continue studies under DepEd program
( Pagppakita ng pagsisikap na maituloy ang pag aaral sa
ilalim ng programa ng Deped)
8. Spend time to research on information about Deped
program (Paglalaan ng oras sa pagsasaliksik ng kaalamn
tungkol sa mga program ng DepEd)
9. Seek for assistance to re-enroll under the Deped program
(Maghahanap ng inpormasyon o tulong upang makapag
balik aral sa ilalim ng program ng inilunsad ng Deped)
10. Have a positive point of view for my re-enrolment (Mayroon
positibong pananaw ukol sa pagbabalik paaralan)
IV. Family Support

Please answer honestly based on your family’s support to you to re-enrol
under Deped program. Be guided by the following legend: (Sagutan ng buong
katapatan angmga sumusunod ng yon sa suportang binibigay ng inyong
pamilya sa inyong pag aaral. Gawing gabay ang mga pamantayan ang mga
bilang na sumusunod
4 - To a fullest extent (Sobra ang suporta)

3 - To a great extent ( May malaking pag
suporta)
2 - To a slight extent ( Bahagyang suporta)
1 - To a least extent ( Maliit ang suporta)
Statements: 4 3 2 1
1. My family encourage me to re-enrol for the DepEd programs
( Hinihimok ako ng aking pamiya namag-aral muli sa ilalim
PAGE
GRADUATE SCHOOL 92
ngmga program ng Deped)

2. My family ask about the Deped program for Out-of school
youth in our Barangay/Municipality ( Nagtatanong ang aking
pamilya sa mga programa ng Deped para sa mga kabataang
hindi nag aaral sa aming barangay at Munisipyo)
3. My family demonstrate willingness for my re enrolment under
Deped program. Nagpapakita ang aking pamilya ng
kagustuhan na ako ay muling mag aral sa ilalim ng mga
program ng Deped)
4. My parents research an information about Deped program
launched for out-of-school-youth (Nagsasaliksik ang aking
mga magulang ng mga inpormasyon tungkol sa mga
kabataang hindi nag-aaral na inilunsad)
5. My family provides success stories of the graduates from
Deped program to inspire me. (nagbibgay kaalaman ang aking
mga magulang tngkol sa mga kwento ng mga kabataang
nagging matagumpay na nakatapos ng pag aaral sa ilalim ng
mga programa ng Deped.
6. My family spends quality time with me to prepare documents
for re-enrolment. (Naglalaan ng panahon at oras ang aking
pamilya para ihanda ang mga dokumento gagamitin sa
pagbabalik eskwela)
7. My family find ways for my studies despite of our financial
difficulties. (Ang aking pamilya ay humahanap ng paraan sa
kabila ng kakulangan naming sa pang pinansyal para ako ay
makapag aral muli)
8. My familyset as good example to inspire me to continue and
finish my studies. (Ang aking magulang ay isang ehemplo
upang maging inspirasyon ko ituloy at matapos ang aking pag
aaral)
9. My family motivate me every time I feel timid to re-enrol.
(Hinihimok ako ng aking pamilya na mag-aral muli kpag ako
ay nawawalan ng interes na muling mag aral)
10. My family expresses support for my re-enrolment. ( Ang aking
pamilya ay nagpapakita ng suporta na ako ay mag-aaral na
muli)
PAGE
GRADUATE SCHOOL 93
APPENDIX B
Adviser Appointment Form
October 21, 2014
Shielilo R. Amihan PH. D

Graduate School Professor
Laguna College of Business and Arts
Dear Dr. Amihan,
The undersigned masteral candidate is presently enrolled in Thesis Writing which

required making research output in partial fulfillment of the degree of Master of
Arts in Education Major in Administration and Supervision.
PAGE
GRADUATE SCHOOL 94
In view of this, I would like to serve you as my adviser in my thesis title of “Level
of Interest and Family Support of selected Out-of-school-youth on
Department of Education programs in Brgy. Bambang, Los Baños,
Laguna”.
Please affix your signature under the CONFORME certifying your accepted in
this appointment as my adviser.
Thank you,
Very truly yours,
JULIA T. FIELD
Researcher
Approved by:
EDNA M. MANAIG, Ed.D

Dean, Graduate School
CONFORME: Shielio R. Amihan, Ph.D.
APPENDIX C
VALIDATION LETTER
January 16, 2015
DR. MA. LORENA M. TAGALA

Dean College of Education
Laguna College Business and Arts
Dear Madam,
I am working on my thesis the title of which is “The Level of Interest and

Family Support of Selected Out-of-School-youth in Brgy. Bambang, Los Baños,
Laguna on Department of Education program”.
PAGE
GRADUATE SCHOOL 95
In this regard, may I request that my questionnaire to be used in my study

validated. Your expertise in the area where my study will dwell will be a help on
my study will serve the purpose. I am looking forward that you will serve the
purpose. I am looking forward that you will spare me your time.
Attached are copies of my questionnaire and statement of the problem.
Thank you very much,
JULIA T. FIELD
Researcher
Noted:
DR. SHIELILO R. AMIHAN

Adviser
DR. EDNA M. MANAIG

Executive Vice President/Dean-Graduate School
VALIDATION LETTER
January 16, 2015
DR. MARIA LUISA RESILLO

Graduate School Professor
Laguna College Business and Arts
Dear Madam,


PAGE
GRADUATE SCHOOL 96
JULIA T. FIELD
Researcher
Noted:

Adviser
DR. EDNA M. MANAIG

VALIDATION LETTER
January 16, 2015
MRS. NELIA U MANALIGOD

Principal Bunggo National High School
Bunggo, Calamba City
Dear Madam,


PAGE
GRADUATE SCHOOL 97
JULIA T. FIELD
Researcher
Noted:

Adviser
DR. EDNA M. MANAIG

APPENDIX D
Permit Letter to Conduct Research
January 17, 2015
Hon. Joselito C. Manzanares

Barangay Chairman
Brgy. Bambang Los Baños, Laguna
Dear Sir,
Good day!
The researcher respectfully requests your good office to please allow

administering the instrument in your barangay as I writing my thesis entitled:
PAGE
GRADUATE SCHOOL 98
LEVEL OF INTEREST AND FAMILY SUPPORT OF SELECTED OUT OF

SCHOOL YOUTHS IN BRGY. BAMBANG LOS BAÑOS, LAGUNA.ON
DEPARTMENT OF EDUCATION PROGRAMS
Rest assured that all data to be gathered will be kept confidential and will
be used strictly for the purpose of the study.
I hope that this request will merit your kind approval and consideration.
Thank you very much and God bless!
Very Truly yours,
Julia Tagle-Field
Noted:
SHIELILO R. AMIHAN, Ph.D, EDNA M. MANAIG

Thesis Adviser Dean, LCBA Graduate School
CURRICULUM VITAE
PERSONAL BACKGROUND:
Name : Julia Tagle-Field
Birthday : July 25, 1968
Address : 822 Brgy. Bambang Los Baños, Laguna
Nationality : Filipino
Civil Status : Married
Spouse : Jessie B. Field Jr.
Occupation : OFW – KCRE, Missilah Palace Kuwait

PAGE
GRADUATE SCHOOL 99
EDUCATIONAL BACKGROUND
POWER SKILLS TECHINCAL CENTER

VISUAL GRAPHIC DESIGN NCIII
ADOBE PHOTOSHOP (Module 1) May 9, 2015 – Sept 12, 2015
COREL DRAW (Module 2) Sept. 30 – October 22, 2015
WORKSHOP in making Design and Printing (e.g. t-shirt, mug, badge pin) Oct. 26
– Nov.10, 2015

Graduate School – Master of Education major in Administration and Supervision
2013-2015
LAGUNA STATE POLYTECHNIC UNIVERSITY

2004-2005
Unit Earner – BSE
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

1988-1992
Bachelor in Office Administration
PROFESSIONAL EXPERIENCES:
13 years’ experience as School Registrar with teaching responsibility in

elementary and 6 years in High School Department
5 years’ experience as appointed Guidance Counselor
Self-starter, Flexible, meeting deadline
Ability to learn new duties quickly and without supervision
ST. JEROME INTEGRATED SCHOOL OF CABUYAO 2002-2015

School Registrar / Guidance Counselor
Subject Teacher (Values Education / Technology Livelihood Education)
Mamtid, Cabuyao City
SOVEL MANAGEMENT AND CONSULTANCY 1997 - 2000

Office Personnel
Halang, Calamba City
DE LA SALLE UNIVERSITY 1992-1996

PAGE
GRADUATE SCHOOL 100
Department Secretary
Taft Avenue Manila
J.R. VITAN LAW OFFICE 1989-1992

Legal Secretary
Presidential Bldg.
Sta. Cruz, Manila
SEMINARS TRAININGS AND WORKSHOP
CLASSROOM MANAGEMENT WITH BULLYING

May 19, 2014
St. Paul College, Pasig City
SCOUTING ORIENTATION COURSE

July 31, 2013
Camp Maria Makiling, Los Banos, Laguna
CAPACIY BUILDING OF GRADE 7 PRIVATE SCHOOL TEACHERS ON

K TO 12 BEC IMPLEMENTATION Training / Seminar
July 19-21, 2012
St. Jerome Integrated School of Cabuyao
Cabuyao City, Laguna
WORKSHOP on Common Behavioral Problem in Children and

Adolescents
March 9, 2012
ALGON Resort
Brgy. Mamatid, Cabuyao, Laguna
UNDERSTANDING THE K-12 EDUCATION

February 4, 2012
Dominican College, San Lorenzo South
Sta. Rosa, Laguna

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LAGUNA COLLEGE OF BUSINESS AND ARTS

THE PROBLEM AND ITS BACKGROUND

knowledge that will elevate to accomplish noble purpose. Therefore, without

jeopardize their own future.

There is so much untapped potential among out-of-school youth,

or going to school, unsupportable parents and financial constraints are some

youth faced, reflecting different needs, circumstances, considerable social

and economic pressures, and corresponding interventions. OSY in the

including pressure from parents to contribute to 7-14 age group are

predominately male and household income or help with housekeeping, from

drugs or belong to are significantly more female.

increasing number of out-of-school-youths (OSYs). OSYs are broadly defined as

part of the community living. The Department of Education is alarmed on these

issues. A significant fraction of Filipino children are currently not in school.

finish their studies.

employment of children under 18 years old in hazardous occupations. Under-

rather than investing for the education for their children.

Another reason could be having non-supportive parents. Instead of

and teacher. Family togetherness is the primary source of joy; conversely,

eventually lead to the lack of interest to study.

Laziness may also be a factor in most of the students, as consequences of lack

evident in this community. Family of the out-of-school-youth has shown lack of

level of interest by their children to study.

This study is anchored on the following theoretical models on: The

Student Retention/dropout (Tinto’s Model, 2008 ), Substance of Family Structure,

The behavior of the youth regarding to dropout or persist their study is

emotional attachment to a parent, the effectiveness of the parent as a teacher

the youth themselves has a strong self-efficiency, self-determination that can

obligation and responsibility to send their children in school. The Philippine

them to continue their studies under the Department’s program.

This Substance of family Structure theories is used extensively in academic

influence child and adolescent development through the lack of resource

(playgrounds and parks, after-school programs) or negative peer influences.

dropping out of school.

directly related to academics, such as financial needs, family caretaking

responsibilities, employment, or pregnancy.

benefit of adult guidance, support systems, or services. As a result, they are

contributors to school completion and success. The most accurate predictor of a

student’s school achievement is the extent to which is his/her family encourage

graduation rates, and advance to postsecondary education. (Williams Bost,

completion. Based on the theories presented support of the family in developing

study well and achieve the secondary diploma.

The most commonly referred to model in the student retention/dropout from

consistent with a considerable range of other people's research, as well as

having a theoretical derivation by analogy to Durkheim's model of suicide. It

probably gains most support though because it immediately appeals to people

to be about reporting weakly consistent evidence: not controlled experiments, nor

strongly predicted by their degree of academic interest, and support. These

out of the students.

These theories served as the basis in the formulation of the research

formulation. Hence, the existing research is conceptualized as follows:

INPUT PROCESS OUTPUT

 Data Analysis Enroll out-of-

through mean. Correlation analysis is also conducted to establish whether there

is indeed significant relationship between the two mentioned variables. The

enhancement program the out-of-school-youth enroll in the Alternative Learning

Statement of the Problem