ABSTRACT

“Batch 2018: Impact of Drafting Technology Curriculum to the Employability of

the Drafting Technology Graduates” was conducted by the researchers Gabisay,
Queenie Mae C. and Togores, Joanni Clarizz C. ; Bachelor of Technical Vocational
Teacher Education Major in Drafting Technology, January 2023, College of Education,
Mindanao State University- Iligan Institute of Technology. Thesis Adviser: Prof. Micheal
Art Napoles.”

This study aims to determine the employability of the graduates of DTTE from the
year 2018. Descriptive Research design was utilized in this study using an online
interview to which twenty-three (23) respondents out of twenty-eight (28) alumni
responded to the survey. A descriptive survey research was employed to track and
ascertain the employment status and work history of the graduates from the Department
of Technology Teacher Education majoring in Drafting Technology. In this study, both
online interviews and questionnaires were used. A non-probability sampling was used in
this study. Researchers and faculty members used this strategy to select people who
were easily accessible and who could be reached both online and offline. The
department's alumni database assisted in locating graduates whose contact information
had not changed. Research showed that the Drafting Technology Curriculum had an
impact in their workplace in the teaching profession and industry. The majority of the
participants felt accomplished and happy. They concurred that knowledge and technical
features were included skills despite the fact that the program's material is very
adequate. appointing knowledgeable teachers, upgrading physical spaces, educational
resources, and updating the programs may deliver greater results and generate more
specialists in technology.
 ACKNOWLEDGEMENTS

We would like to acknowledge all graduates, tutors, employers and vocational

institutions who participated in this study and made it a success. In particular, we would
like to acknowledge the magnificent input of the following:

To Prof. Micheal Art Napoles Ph.D., our thesis adviser, for his unending support,
teachings, knowledge and advice that helped us so much to finish and achieved
success in this study. His guidance gave us insights and ideas on how to analyze,
evaluate and support data necessary in our study.

We would like to acknowledge the member of the panel, Asst. Prof. Jan Vincent
H. Leuterio and Assoc. Prof. John Alan LeePh.D., who shared their knowledge, abilities
and expertise for their suggestions and comments to help improve the study.

To our respondents who willingly provided all the necessary information needed in the
questionnaires, we are thankful for all their considerable time and effort.

We would like to extend our sincere thanks and appreciation to our respective
families who supported us financially, emotionally and spiritually inspiring us to finish
this study.

Above all, we are grateful and thankful to the Almighty God for without His
blessings and grace, this study would not be made possible.

Queennie

Joanni
 DEDICATION

It is with our deepest and warmest gratitude to dedicate this thesis to our loving parents

who have continuously supported us from the beginning until the

accomplishment of this study and has always been

a constant source of support and encouragement.

To our friends who never leave our side

during the ups and downs of life

and above all, to our God Almighty

for his immeasurable love,

wisdom and guidance,

to thee we owe

this paper.

CHAPTER I
 INTRODUCTION

Background of the Study

In the last two decades, technology has undergone tremendous transformation,

and the AEC (architecture, engineering, and construction) sector is no exception.

Technology advancements undoubtedly make certain things simpler, but these

significant changes come with some growing pains. But with time, we frequently realize

that the effort put into altering is ultimately worthwhile. A prime illustration of this is the

development of technical drawing in the engineering sector throughout time.

Technical drawings used to be produced "on the board" using pencil or pen and

ink on paper, mylar, or vellum. By the time things started to change, many of us had

been making drawings in this fashion for a decade or more, doing line work,

annotations, callouts, and measurements "by hand".

Computer-aided drafting and design (CADD) had become widely used in the

bigger businesses by the middle of the 1980s. For the majority of drafters, the

adjustment was not simple. There was no internet, no IT department, and not much

training offered. Drafters changed careers to become engineering technicians, CADD

managers, and computer technicians. The prevalence of this software and the

technicians and engineers who use it have given rise to a brand-new field of study

called quality control. CADD has enabled a whole new level of quality control by

speeding up and being more accurate, and it has fast become essential to a project's

success. Quality control is increasingly helping to keep our projects on schedule,

construction costs low, and clients coming back (Blogger, 2021).

 Systems of education and training are essential in ensuring that all people have

the chance to continuously improve their abilities from the perspective of lifelong

learning, allowing them to adjust to the quickly changing demands and conditions of the

labor market. The configuration of education and training systems, employment policies,

and investment decisions are made by labor market and training policy makers.

At present, there is a larger pool of tertiary graduates; however, many do not

have the relevant skills needed for successful integration into the labor market. These

students put a strain on publicly-funded institutions of higher learning and many

countries with limited resources have larger student bodies, without compromising the

quality of their educational offerings (The World Bank, 2017).

Hence, the concern about graduate unemployment is growing daily and at an

accelerated rate in the Philippines, yet the strength of students’ enrolment and graduate

output of the institutions of higher learning are growing rapidly. This has been a big

problem concerning our society. Thus, the reform in the higher education system must

necessarily provide skilled graduates with suitable value additions in order to meet the

demands of the growing economy.

A tracer study or graduate survey is a kind of survey (in written, oral form, online)

of graduates from education institutions, which takes place sometime after graduation or

the end of the schooling. The subjects of a tracer study can be manifold, but common

topics include questions on study progress, the transition to work , work entrance, job

career, use of learned competencies, current occupations and bonds to the education

institution. European Quality Assurance, (2017) as cited by Del Mar et al, (2018).
 Tracer studies are frequently becoming a well-known procedure all over the

world. As a result of the necessity to carefully assess how graduates view their

experiences they underwent during their degree study and their transfer to the labor

market, tracer studies entail the identification and follow-up of graduates from higher

education institutions (HEIs) globally. The priority should be to learn from and improve

upon graduates' nuanced experiences if universities are to improve their teaching and

training of graduates.

The use of tracer studies is to provide and maintain curriculum relevance for

professional development that Harald Schomburg and his colleagues have conducted at

the Centre for Higher Education and Work, University if Kassel, Germany, they have

done considerable research on conducting tracer survey, constructing effective tracer

study questionnaires and their statistical analysis (Essays, UK 2013).

Students of MSU-IIT generally come from a large geographical base and it is

expected that students go back to their respective provinces after graduation seeking

job opportunities there, however, there is no way of knowing whether it is really

occurring. This study therefore attempts to survey and trace the graduates of the

Bachelor of Science Technology Teacher Education (BSTTE) Major in Drafting

Technology Department of Technology Teacher Education (DTTE).

A tracer study is deemed necessary to track down current employment status of the

graduates of the said program. Also, employment for teachers is highly competitive with

a number of schools providing education graduates and the limited number of

employment opportunities within their location. (NEDA 2010) as cited by Del Mar et al,

(2017).

Review of Related Literature and Studies

This chapter includes the review of literature and studies which supports and

helps the conceptualization and development of the current study. It is either published

or unpublished in local,national or international publications.

Drafting Technology Curriculum

The drafting curriculum has changed significantly with the advent of computer-

aided drawing (CAD), but it still plays the same fundamental function at the collegiate

level. Engineering, manufacturing, and construction-related industrial technology areas

all share at least one fundamental subject that is based on drafting. The significance of

this position really appears to increase as CAD systems get stronger every day.

Engineers, architects, and other industrial technology designers will collaborate

closely with the drafters who graduate from community and technical institutions

(Bureau of Labor Statistics, 2010). This implies that courses in drafting graphics and

blueprint reading will be included in engineering-based college curricula, enabling

engineers to read and comprehend drawings that are utilized in the workplace.

Additionally, it makes it possible for the engineer to collaborate with the drafter and

clearly convey what is required of the drafter. Most often, designers

Engineers and architects, for example, will communicate a design with the drafter

and then approve the drafter's finished drawing.

The Tracer Study

Tracer Study is one of the most beneficial ways to find out the current status of the

graduates after graduation from college and used in most organizations especially in

schools to keep track of graduates addresses, workplaces and positions held. Through

this study, institutions will be able to evaluate the quality of education that was given to

their graduates by knowing the graduates’ placements and function in society in

general, and their respective workplaces in particular. It is a survey of graduates from

education institutions, which takes place after graduation or the end of the training. The

subjects of a tracer study progress, the transition to work, work entrance, job career,

use of learned competencies, current occupations are in connection to the educational

institution.

According to Obando and Shisanya (2013), graduate tracer studies are models

of empirical studies that can appropriately provide valuable information for evaluating

the results of the education and training of a specific institution of higher education. It

can collect essential information concerning the employment profile of graduates, their

undergraduate experience, the first and current jobs of graduates, and the relevance of

the curriculum.

It can collect essential information concerning the employment profile of

graduates, their undergraduate experience, the first and current jobs of graduates, and

the relevance of their educational background and skills required in their job. Graduate
tracer collects data on the relevance of curriculum graduates’ level of satisfaction at

work.

In addition, Reference.com (2017) stressed that a tracer study helps researchers

identify effective and ineffective components in educational and vocational programs.

Results of tracer studies could be quantitative by which data would be easily analyzed.

A tracer study in the field of education includes data from former students of learning

institutions or vocational programs.

Tracer studies have been conducted by educational institutions for decades, like

what was done by Harald Schomburg and his colleagues at the Centre for Higher

Education and Work, University of Kassel, Germany, where considerable researches

were conducted, another one was the CHEERS (Career after Higher Education- a

European Research Study) which investigated the links between higher education and

graduate employment in Europe (Schomburg, 2003).

In addition to Schomburg study in 2016, many countries are experiencing

growing demand for tracer studies due to the requirements of accreditation and quality

management. Educational institutions are often forced by law to implement regular

tracer studies and there is demand from donor agencies for empirical evidence about

the relevance of the education/ training of the sponsor.

Quality of Graduates
 Throughout higher education there has been a lot of talk about graduate

qualities- sometimes referred to as graduate attributes. Graduate qualities are usually

defined as the non-discipline specific skills or attributes that graduates will merge with

following their degree (Frawley, 2017). Graduate attributes are the qualities, skills and

understandings a university community agrees its students should develop during their

time with the institution. These attributes include, but go beyond, the disciplinary

expertise or technical knowledge that has traditionally formed the core of most

university courses. They are qualities that also prepare graduates as agents for social

good in an unknown future. ( Bowden, 2000)

Bowden and Marton (1998) argued that the curriculum for any university needs to

be developed around the idea that students are being prepared for a future that is

largely unknown. According to Hart (1998) graduate capabilities describe both know-

how and knowledge-of and extend to personal qualities or aptitudes and meta-cognitive

functions which describe the combination and integration of multiple abilities. Abas-

Mastura, Imam and Osman argued that “Higher education institutions should

demonstrate a greater commitment to develop the generalized expertise that graduates

can transfer to whatever working environment they find themselves in after graduation”

(p.151). In other words, they are expected to have developed not only subject specific

skills but also employability skills to make them both specialists and generalists.

LET Performance
 Teacher education is one of the many courses that require licensure examination

for practice. Specifically, the Teacher Education Institutions (TEIs) have exerted efforts

to ensure that their graduates will surely perform well in the Licensure Examination for

Teachers (LET) given by the Philippine Regulations Commission (PRC) twice a year for

prospective teachers. This examination is the answer to the governments’ requirement

to teacher education graduates which is stipulated in Republic Act No. 7835 otherwise

known as the Philippine Teachers’ Professionalization Act of 1994 clearly requires that

no teacher shall practice teaching profession without having obtained a teaching license

from the PRC. Laganao (2015).

Banez (2002) found out in her study that the CTE LET takers overall mean rating

in their LET performance in general education, professional and major subjects were

“Below Passing Mark”. This is because those who did not pass and garnered low scores

have pulled down the general average of all LET passers. This further implied that those

students who garnered higher senior high school average, UNP CAT score, and

average grade in general education, professional and major subjects and attended

more in LET review are those who garnered higher LET results.

Alaga and Pacheco (2014) affirmed one of the pressing concerns of the College

of Education of the Rizal Technological University is the batting or passing percentage

of its graduates in the Licensure Examination for Teachers (LET). Findings revealed

when the LET performance is correlated with the three components of the academic
subjects, there existed a moderate correlation with general education and only a slight

correlation between professional education and specialization.

Relevance of the Curriculum

Curriculum is a praxis - a dynamic interplay of theoretical concepts and

professional work within a critically reflective mindset. It is the set of learning

environments to which learners have access; of learning activities which learners

experience; and of learning outcomes which achieve, all within the immediate context of

an individual teacher’s (or curriculum practitioner’s) and an institution’s

mission/policy/vision (including its organizational arrangements) as well as the boarder

contexts of community and society. Macpherson (1996).

Another definition of curriculum development is defined as planned, a purposeful,

progressive, and systematic process to create positive improvements in the educational

system. Every time there are changes or developments happening around the world,

the school curricula are affected. There is a need to update them to address the

society’s needs. Alvior (2014).

With the similar stand, Jadhav M. and Patankar P. (2013) cited that a curriculum

offers teachers the ideas and strategies for assessing a student progress.A student

must meet certain academic requirements in order to go to the next level. Without the

guidance of curriculum, teachers cannot be certain that they have supplied the

necessary knowledge or the opportunity for student success at the next level., whether

that level involves a high school, college or career.

 In order for curriculum development to be effective and schools to be successful,

teachers must be involved in the development process. An effective curriculum should

reflect the philosophy, goals, objectives, learning experiences, instructional resources,

and assessment that comprise a specific educational program. It can be subject specific

or a generalized overview of expectation. It must be a usable tool to assist

teachers in the development of individualized strategies and methods and materials

necessary for them to be successful Alsubaie (2016).

Competencies Learned

Competency -based learning begins by identifying specific competencies or

skills, and enables learners to develop mastery of each competency or skill at their

own pace, usually working with a mentor. Learners can develop just the competencies

for skills they need( for which increasingly they may receive a ‘badge’ or some form of

validated recognition), or can combine a whole set of competencies into a full

qualification, such as a certificate, diploma or increasingly a full degree. Bates (2017)

Teaching competency is a set of knowledge, skills, attitude, personality

configuration and the like of a teacher that facilitate social, emotional, and physical

growth in students. These competencies are needed by teachers for the act of

instructing in an educational institution and are closely tied to the nature of the

classroom. The following section gives literature on competencies required for effective

teaching as identified by different researchers. Baker et.al (2002)

 McClure (2018) emphasizes that teachers should develop the skills,

competencies, and points of view needed by professionals by becoming active

participants in a learner-centered environment. The teachers and students in that

environment form a community of practice where they learn from one another through

project- or work- related interpersonal communications, interactions with the

environment, and utilization of the tools representative of the group’s work. As time

goes on, active involvement in the community of practice enhances content learning

and helps participants to move from novice toward expert status.

Employability

The term employability is used to mean a set of achievements that comprise

skills, understanding and personal attributes that make an individual more likely to

secure and be successful in their chosen occupation, which benefit themselves, the

workforce, the community, and the economy (Yorke and Knight, 2004).

The literature on employability is vast, generally portraying the concept as easily

understood yet intricate in nature (Hartshorn & Sear, 2005), with little consensus on its

true meaning.

Another definition of employability is the capability of working on jobs and the

competencies in fulfilling the designated tasks in their fields of study. For individuals,

employability depends on the knowledge, skills and abilities they possess, the way they

use assets and presents them to employers, and context (e.g. personal circumstances

and labor market environment) within which they seek work (Wentling, 2006)
 Employability is a two-sided equation, and many individuals need various forms

of support to overcome the physical and mental barriers to learning and personal

development (i.e. updating their assets). It is not just about vocational and academic

skills, but individuals need relevant and usable labor market information to help them

make informed decisions about the labor market options available to them (Wentling,

2006).

On the other hand, Bowden et.al (2000) emphasized that employability should

not just be concerned with preparing graduates to be successful in the labor market but

also about preparing them to contribute to society as responsible citizens, Employability

is a set of graduate attributes; the qualities, skills and competencies to prepare the

graduates, skills and competencies to prepare the graduates to higher level of functional

literacies.

Moreover, employability is not just about students making deposits in a bank of

skills Morley (2001). Knight (2001) and Yorke (2001) considered the concept of

employability to be a combination of personal qualities, skills of various kinds and

subject understanding but also an “alumni survey” to provide information and serve as a

basis for future planning activities.

With similar position, Menteri Pengajian Tinggi (2006) cited that Graduate Tracer

Study has proven to be an effective method in getting accurate and quick inputs for the

purpose of ensuring the human capital produced by higher education institutions are at

all times relevant and be able to meet the ever-changing demand of job market.
 With such qualities sought after by employers, applicants who work not only for

money but in order to contribute to the organization could be considered as self-

actualized but practical life seekers, the reason why people work, they work for money

to pay for necessities such as food, clothing and housing. They also work to satisfy their

needs for social contact, esteem and self-realization (Kimbrell and Vineyard, 1999).

These are graduates from school whose records could be traced appropriately.

Experience, Skills and Training

In portraying graduates with experiences, skills and training, a common finding in

the literature was the importance of previous work experience for the success of the

new graduates (Rateau and Kaufman, 2009). Employers highlight the importance of

previous work experience as a means for the students to mature and gain life

experience that only work can provide (Sleap and Reed, 2006).

Such integration of experiential learning methods and work-related programs had

significant impact on the development of competencies resulting in a more,, work ready’’

and a,, more balanced graduate” (Coll and Zegwaard, 2006. p.30) where students to

which Harvey (2005) agreed that experiences in working with industries while pursuing

further studies could make up a more competent worker.

Parallel to the above contention, Fallows and Weller (2000) cited the worker’s

ability to contribute quickly to the success of the organization as a primary need of

employers. With previous work experience, graduates adjusted to their first job more
easily and expressed a better understanding of different organizational cultures (Fallows

& Weller).

However, according to Cappelli (2009), a feature of work reorganization in the

last twenty years has been the democratization of insecurity of work where redundancy

is no longer restricted to semi-skilled and unskilled workers, but opportunities in the

industries, to which Peiperl, et al (2000) agreed that competition at work could be

healthy for workers to be highly motivated to work harder to be recognized to be

recognized and paid accordingly.

The foregoing literature and studies had shed light on the current research undertaking

for they cited instances where graduate tracers were utilized and served as monitoring

of graduates' employability.
Conceptual Framework

The employability of the Graduates can be connected with the following factors

such as professional license obtained, classification of Employment, Duration of First

Job, Competencies Learned in College and Relevance of the Curriculum to the first job.

These are important variables to consider as most of the new graduates have

aimed to be employed and successful in the real world after college as often measured

in terms of one’s current position or employment. In similar light, the following are

merely personal characteristics of the graduates, but of which has been identified by

previous literature as factors that would influence the attractiveness of the graduates as

teachers.
Objective of the Study

This study aimed to determine the employability of the graduates of Bachelor of

Science Technology Teacher Education major in Drafting Technology year 2018, which

combined factual and subjective data from graduates, can provide highly valuable

information on the matching of talents. Tracer studies enable the measurement of

aspects of horizontal matching (relevance of field of study for the tasks performed in the

job) and vertical matching (suitable position considering the level of formal qualification),

in addition to obtaining to improve the study plan.

Specifically, it sought to attain the following objectives:

a. To describe the profile of DTTE Alumni Batch 2018

b. To identify their professional license obtained

 c. To determine the employment history or work experience of the graduates

d. To determine the relevance of their undergraduate degree with regard s to their

work.

e. To determine the usefulness of the competencies they learned from college up to

their present job.

f. To solicit the suggestions/comments for improving the curriculum offering of the

department.

SIGNIFICANCE OF THE STUDY

Results of the study would benefit the following group or individuals:

To the Student.The results of the study will guide the students taking Bachelor of

Technical Vocational Teacher Education major in Drafting Technology course in

preparation for future employment.

To the Teachers. The findings of this study will lead the factors in maintaining

excellence in teaching to continually produce quality graduates.

To the Department. The results of this study might be a good input to the department

for the improvement of the curriculum as to what courses are to be included and

excluded in the existing curriculum offered.

To the Administrators. The results of this study may provide guidance to the school

administrators on how to improve the employability of their graduates through the

recommendations from the alumni.

To the Future Researchers. This study may help the future researchers as a reference

for further studies.

Definition of Terms

To facilitate better understanding of this study, the researchers tried to give the

definitions of some terms used herein. For further classification and convenience of the

reader, the words are defined as follows:

Competencies. Are particular qualities that a company’s recruiters have decided are

desirable for employees to possess. (Dictionary.com 2017). In this study, it refers to the

useful competencies learned by the respondents in college.

Curriculum. The aggregate of courses of study given in a school, college or university,

etc. (Dictionary.com 2017). As used in this study, it refers to the courses being offered

by the college to respondents.

Employability. A person's capability of gaining initial employment, maintaining

employment, and obtaining new employment if required. In simple terms, employability

is about being capable of doing or keeping fulfilling work. (Psychology.wikia.com 2017).

As used in this study, it refers to the respondents capability of getting a job inclined to

their profession and the employment status.

Employment Status. The status of a worker in a company on the basis of the contract

of work or duration of work done. A worker may be a full-time employee, part-time

employee, or an employee on a casual basis. (Uslegal.com). In this study, it refers to

the state of the respondents in terms of employment whether they are employed,

underemployed or employed.

Graduate. A person who has received a degree or diploma on completing a course of

study. (Dictionary.com2017). Used in this study, it refers to one in whom an academic

degree has been conferred or a student who successfully completed level of education.

LET (Licensure Examination for Teachers). Is a test of the overall knowledge and

proficiency of prospective teachers to provide a reliable structure, in which the practice

of prospective teachers can be measured and proven, and it gives access to continuing

growth and development.

Occupation. Refers to the type of work done during the time-reference period by the

person employed (or the type of work done previously, if the person is unemployed),

irrespective of the industry or the status in employment in which the person should be

classified.(OECD.com 2001)

Performance. The manner in which the efficiency with which something reacts or fulfills

its intended purpose. (Dictionary.com, 2017). As used in this study, it refers to the

performance of the respondents in the Licensure Examination for Teachers (LET).

Skills. The expertise or talent needed in order to do a job or task. Job skills allow you to

do a particular job and life skills help you through everyday tasks. (Dictionary.com,

2017) In this study, it refers to the learning, ability or proficiencies of a graduate

achieved in college that can be a tool to be employed in their respective target or

working place.

Tracer Study. Refers to the investigations in which a sample of individuals are studied

at a given time, and then located and studied again at one or more successive stages in

their lives. The essential feature of such studies is that characteristics of the same

subjects are observed at two or more points in time. (Sciencedirect.com). In this study, it

refers to the tool of database for the graduates.