Job Opportunities for TVET graduates among ASEAN Countries: A Basis for Career

Development Plan

An undergraduate thesis presented to:

The Faculty of Nueva Ecija University of Science and Technology

In partial fulfillment of the requirements in

Technology Research I

Research Adviser

Mr. Jermil Angeles

By:

Acosta, ReyJelyn P.

Aguirre, Raeven Mae S.

Antonio, Sharmaigne T.

Arguelles, Mary Jane R.

Dingle, Judy Ann B.

 Chapter I

THE PROBLEM AND ITS SETTING

Introduction

According to UNESCO 2015 TVET is defined as education, training, and skill

development in a wide range of occupational fields, production, services, and livelihoods.

TVET, as part of lifelong learning, can occur at the secondary, post-secondary, and tertiary

levels and includes work-based learning, continuing training, and professional development,

all of which may lead to qualifications. TVET also includes a diverse range of opportunities

for skill development that are tailored to national and local contexts. Learning to learn,

literacy and numeracy development, transversal skills, and citizenship skills are all essential

components of TVET.

In this course, they will learn everything. The student will gain more knowledge about

housekeeping, cooking, baking, and many more topics. Gaining this knowledge helps the
students earn their National Certificate (NC II). Having NC II gives students a lot of

opportunities, especially when they want to apply abroad. Moreover, the primary goal of

TVET is to prepare youth and adults for the labor market. Labor market needs have changed

dramatically as a result of the technological revolution and advances in science and

technology. To match the proposed education with vocational demands, new challenges must

be met.

In addition, TVET is viewed as a vital pillar for developing income-generating and

employment opportunities for the young population in order to reduce poverty, provide

political stability, promote sustainable development, and enable social participation. This

enables students and future job seekers to gain not just the academic knowledge required but

also the competencies required to meet the expectations of employers and economic

stakeholders. Skills transform lives by providing everyone with opportunities for professional

occupations and entrepreneurship. TVET will provide students with job-relevant abilities that

will be required for the professional path that they intend to pursue in the future. Aside from

that, students will have the opportunity to acquire national certificates or certificates of

competency through the Philippine TVET Competency Assessment and Certification System.

With these trainings and certificates, students will be more confident as they tackle the daily

challenges of their job.

On the other hand, TVET is significant in many ways, especially economically. The

government has emphasized that TVET graduates are employment creators, not job seekers.

This will help the country's economic growth and the sustainability of our social framework

in the face of future challenges. By learning a trade and entering the labor market, the TVET

system opens doors for young people. To guarantee this, graduates must be appropriately
prepared with the skills and knowledge to enter the labor market as technicians and artisans.

Those who pursue TVET courses in the formal system can enter the labor force after

completing any level of the program structure. After successfully completing a level, students

have the option of entering the labor force. Certificate and diploma levels are available.

TVET programs provide foundation courses for lower-secondary dropouts in order to ensure

equity in learning and enable students to acquire a decent career. Furthermore, after passing

the admissions examination, workers with experience but no qualifications can enter the

formal TVET program at the appropriate level of certificate.

STATEMENT OF THE PROBLEM/PROBLEM STATEMENT/QUESTIONS

This study will aim to determine the Job Opportunities among TVET

Graduates in ASEAN Countries: A Basis for Career development plan. Therefore, specific

questions that the researchers set out to answer are:

1. What are the existing available occupations for TVET graduates in ASEAN Region in

the year 2016 - 2021?

2. How may the rate of available occupations for TVET graduates can be described in

terms of:

2.1 No. of employees

2.2 No. of employers

3. How may the rate of TVET Graduates be described?

4. Is there a significant difference between the rate of available occupations for TVET

graduates and the rate of TVET graduates?

Conceptual Framework

Three significant ideas emerged. The first topic lists nine sub-themes that

contribute to the effectiveness of a TVET system. National TVET policy, regional TVET

policy, training, participation, curriculum, coordination of stakeholder institutions, individual

and institutional attitudes toward skill development, managing supply-demand mismatches,

and economic and social development outcomes are examples of these. The second main

subject is the growing overlap and interdependence of workforce development, social

development, and economic development policies. The third and last finding is that effective

TVET systems serve as a connecting pin between the four TVET components (skills,

education, innovation, and knowledge) and the strategic goals of workforce development,

economic development, and social development. (Alagaraja, M., et al 2014). According to

Verma, P., (2018) currently, all three countries are having difficulty attracting graduates with

the necessary qualifications, skills, and personal attributes. Constraints on national economic

growth, future production structures, and long-term socioeconomic development are among

the observed repercussions. Based on a study of the research on graduate work-readiness and

stakeholder-oriented HRM theory, it is proposed that HR professionals can effectively solve

graduate work-readiness concerns in collaboration with other important stakeholders.

Research Paradigm (IPO):

Input:TVET Graduates in ASEAN Countries, Personal $ economic

resources, course attributes, and trainee attributes.

Process:
Collection of Data was from reliable sources from the Internet

Output:
A Job opportunities among TVET graduates: A basis to career development

Significance of the Study

The importance of this study was to understand the collected information on job

opportunities available for TVET graduates among ASEAN Countries.

School administrators – To understand the importance of monitoring students' skills as they

face various obstacles. Would encourage and help the students of BTLED course to have

growth and career development

Students – This study will include information on job opportunities and career development

among TVET graduates.

Parents - This research may convince parents to consider programs involving career

development to help them in having job opportunities.

Teachers/ Faculty – To mentor all the TVET students by guiding them until they graduated

and have a career development.

Future researchers - To act as a reference for future research and provide additional

information on Job Opportunities among TVET graduates developed during their

research/study.

Scope and Delimitation:

This study primarily focuses on the Job Opportunities among TVET

graduates. The researchers will search for data about the rate of available occupations for

TVET graduates in ASEAN countries such as Philippines, Malaysia, Laos, Thailand and

Singapore in terms of No. of employees and No. of employers. The results will be based on

reliable information on the internet.

Definition of Terms:

The following terms are defined technically and operationall to help the

readers understand the research. These are:

ASEAN countries- The Association of Southeast Asian Nations (ASEAN) is a regional

grouping that aims to promote economic and security cooperation among its ten members:

Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore,

Thailand, and Vietnam. The researcher respondents.

Career Development- a Students who finish TVET course that have Opportunities that they

need to get started right away in their chosen career path.

Job Opportunities- a Job opportunities that awaiting to TVET graduates to their career

goals.
TVET Graduates- A person who study the 2 years TVET courses. There will be a specific

subjects required for a graduation or certification in a major field of study.

TVET- TECHNICAL-VOCATIONAL EDUCATION AND TRAINING is the education or

training process where it involves, in addition to general education, the study of technologies

and related sciences and acquisition of practical skills relating to occupations in various

sectors of economic life and social life, comprises formal (organized programs as part of the

school system) and non-formal (organized classes outside the school system) approaches.

Chapter 2

Review of Related Literature and Studies

This chapter presents the related literature and important concepts gleamed for

literature that have had been found useful in the conceptualization of the present study.

These related literature offered assessment and enrichment in the conduct of this research

work on Job Opportunities among TVET graduates in ASEAN Countries: A Basis for Career

Development Plan.

According to Paryono (2017) for entrepreneurship to be sustained over time, it is

critical that its teaching begin in instructor training institutions, aided by pedagogues. These

instructors will then teach entrepreneurship to trainees at various vocational training centers.
As graduates, trainees will put their entrepreneurial skills to use in the labor market, either by

excelling in their jobs or establishing their own viable business ventures, all of which are

critical ingredients for economic growth.

As stated by Tadle, R. L. (2021) this study found that HEIs that offer TVET provide

quality programs that meet the following criteria: training quality and delivery, training

facilities, student support, and student services. Furthermore, when compared to students

without prior work experience, students with prior work experience have a significantly more

positive perception of the quality and delivery of skills training. Prior TESDA certification

and scholarships also make a significant difference in students' perceptions of the quality of

school facilities and student support when compared to students who do not have prior

TESDA certification or scholarships. Finally, when compared to graduates of the old high

school curriculum, TVET students who completed the K-12 curriculum have a higher

appreciation of the quality of student services. Finally, while these are the findings and

recommendations of this study, they must be interpreted with caution.

As mentioned by Hailu, E. T. (2012) the graduate profile revealed that TVET

graduates are well qualified. Instead of engaging in job development activities as the national

TVET program intended, participants were involved in the labor market as potential

employees and government wage employees. Lack of start-up capital, lack of market

familiarity, and lack of experience in managing and running a firm are the variables that
influenced TVET graduates' self-employment in connection to the support system. Despite

the fact that initial capital is regarded as the most important aspect. This demonstrates a lack

of coordinated efforts between TVET institutions and the relevant entities, primarily

government agencies involved in the MSE development of TVET graduates.

Based on the challenges that TVET graduates face in their careers, it is necessary to

make the transition from institutions to the world of work. It is critical that stakeholders assist

them in the following ways, which have been identified: industrial attachments, the use of

employment agencies, income-generating units at institutions, institutional-industrial

linkages, self-employment, provision of start-up capital, provision of tools and materials for

graduates to engage in self-employment, training with production, and internship programs.

TVET graduates should be made aware of these approaches. (Kintu, D. 2019)

Based on Tahir, D. (2018) career counseling is helpful in knowing and investigating

students' personal views, aspirations, career options, interests, and job-finding abilities.

Career counseling services are useful in assisting students in identifying job opportunities and

job availabilities in their field of study. Traditional consultancy services from parents, elders,

and peers may lead trainees to make irrational choices in terms of career counseling and

vocational guidance.

As claimed by Kenayathulla, H. B. (2021) the majority of youngsters entering

primary school today are expected to work in jobs that do not yet exist. To take advantage of
the opportunities given by these developments, the capacity to prepare for future abilities will

be essential in such a rapidly changing employment landscape. The Ministry of Human

Resources has implemented the National Dual Training System to ensure TVET graduates

have the employability skills required in the labor market. Employers from various training

schools, companies, and agencies were sent questionnaires. Employers were asked to assess

the level of employability skills obtained by graduates of the National Dual Training System,

and then to identify employability skills required to meet employment demands in the Fourth

Industry Revolution. The findings inform policymakers and curriculum developers about the

appropriate interventions that must be implemented to ensure that our graduates have the

necessary employability skills for the future.

In general, all of the participants in this empirical study project had already been

exposed to Industry 4.0 critical/vital skills. During their "summer camp" program in

Malaysia, they learned and practiced the ten critical/vital skills. At the same time, they

remain plagued by confusion and ignorance, as well as a lack of preparedness and dread as a

result of the disruptions and uncertainties brought about by the Industry 4.0 period. Without a

question, the governments of these ASEAN countries should take a more central and

proactive role in raising the career preparation levels of these young people and preparing

them to be future-oriented and future-ready professionals. (Adnan, A. H. M. 2021)

 As claimed by Tripney, J. (2013) this systematic review includes the most recent

empirical research on the impact of TVET on youth employment outcomes. The review

builds on previous work by statistically synthesizing TVET intervention studies, and its

conclusions reinforce the empirical base upon which existing policies and practices are based.

Practice allows you to draw. Nonetheless, evaluating the evidence and deriving implications

for policy and practice is difficult. Although this review provides some evidence of the causal

impact of TVET on certain labor market outcomes, several limitations of both the included

studies and the review itself mean that drawing strong conclusions from the results of the

analyses is not advised, and caution should be used when applying the review's findings.

The Tracer Study Report has proven to be an effective method for obtaining accurate

and timely inputs or references for the purpose of ensuring that the human capital produced

by higher education institutions is always relevant. According to the findings of this study,

86.7% of TVET graduates from the Manpower Department Training Institution are employed

and continuing their education. Graduates who are still unemployed must improve their

interpersonal communication skills and strive to develop themselves. (Khirotdin, R. K. 2019)

Referring to Saibon, R. A. (2019) entrepreneurship education is critical for Malaysian

young, particularly TVET graduates from tertiary education institutions. Involvement in

entrepreneurship not only generates income, but also opens doors for other individuals with

varying levels of education and skills. This situation has the potential to create a new source
of employment for the community while also improving the quality of life and economic

status of the country's younger generation. Entrepreneurship can provide space and job

opportunities in a variety of relevant fields, particularly for those looking to explore and

create more lucrative income opportunities.

In conclusion after graduating in this program there will be a lot of job opportunities.

The main goal of the TVET system or schools is to provide students with technical skills that

may be applied in the workplace. These are the abilities, skills, and knowledge required to

complete specific job-related tasks. In TVET, these may include welding, tile setting,

masonry, machining, and other skills. While economists generally agree on current

employment trends, they vary on the cause of the shortages and have divergent long-term

labor market estimates. Some argue that present shortages are the result of a skills gap, in

which employees lack the technical abilities that companies want. It is critical to ensure that

an enabling and TVET-friendly environment exists throughout the country to ensure that a

TVET system can function effectively. This enabling environment can be created by enacting

consistent national TVET policies, allocating adequate funding, encouraging positive social

attitudes toward training, and improving management. Increased public funding means more

subsidies for low-income families in the form of loans and scholarships for deserving

trainees. TVET coordination should be improved through improved management. This will

cut down on resource waste while also increasing the relevance and retention of the country's
training personnel. Managing TVET through various government departments has resulted in

the TVET sector stagnating and the emergence of disparities in training standards in the

majority of developing countries.

Chapter III

This chapter covers the research design and methodology, including sampling,

population, establishing rigour during and after data collection, ethical considerations and

data analysis.

Research Design

This chapter discusses the data mining technique being employed in this study,

research sample design and methods, the way of choosing the Job Opportunities among

TVET graduates in ASEAN Countries, the instrument being utilized, the data gathering

procedure, and the statistical treatment applied by the researchers.

 For this study, researchers will utilize data mining techniques to conduct

internet research that refers to using systematic empirical data for numerical approaches in

this study. It is the most acceptable way to evaluate how to define the Job Opportunities

among TVET graduates in ASEAN Countries: A Basis for Career Development Plan.

According to Romero, C., & Ventura, S. (2013) Data mining techniques will

evaluate Data mining techniques collect and analyze data to answer a query about the present

condition of a subject. Using a data mining technique, researchers can explain the current

status of an event, person, or topic.

The data mining method frequently makes comparisons, contrasts, and

correlations. It can also be used in a planned manner to establish ideas or sources to a certain

extent beyond the data collection and tabulation itself. Contrasts in measurement,

classification, interpretation, and evaluation are involved.

Research Locale
 This research was carried out among the ASEAN member regions. Cambodia,

Malaysia, Philippines, Singapore and Thailand. The Researchers will use data mining to find

reliable information about Job Opportunities among TVET graduates in ASEAN Countries.

This map shows the ten selected countries in the ASEAN Region, which is the locale of this

study.

Figure 2. Research Locale

Procedures of the Study

 The researchers look for the most relevant information from reliable sources to

determine the Job Opportunities among TVET graduates in ASEAN Countries: A Basis for

Career Development Plan.

The information gathered in this research study is internet-based, so the researchers

used reliable sources in Technical Education and Skills Development Authority (TESDA),

Asia Pacific Journal. The researchers visited the site of the ASEAN organization and other

reliable sources that could help to complete this research study.

Collecting of
Internet based
Data

Difference between the

rate of available Analyze the data
occupations for TVET information
graduates and the rate
of TVET graduates

Date of Publication,
Author/Organization
Job opportunities

Checked the
legitimacy or sources Benefits of TVET
of data graduates
Research Ethics
 The references were adequately cited and acknowledged by the American

Psychological Association standard (APA). To prevent accusations of plagiarism, the

researchers did not own any of the stated ideas, findings, or hypotheses of other authors and

instead credited them to the future owners/authors. The researchers made sure that no

information was fabricated or falsified. To build a clean and ethical study, researchers must

follow specific research ethics, such as giving credit and accurate citations to existing studies

and data.

Statistical Analysis of Data

Following the collection of the necessary data, the researchers will tabulate and

evaluate the information using the statistical techniques and formulae employed in this study.

The job Opportunities among TVET graduates in ASEAN Countries will be

determined using frequency descriptions, percentages, rankings, and weighted mean

percentages.
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