Project Title: Program for the Less-served Individuals (PLS.

I): An Extension
Program of the Polytechnic School of ISU-Angadanan

Authors: Ronie G. Torres 1, Romel B. Cristobal 2, Franklin A. Samonte 3, Ma.

Theresa R. Respicio 4
1234
Faculty: Isabela State University-Angadanan Campus

Agency: Isabela State University-Angadanan Campus

Address and Contact Numbers: Centro 3, Angadanan, Isabela 3307,

0935-404-8098/ ronie.torres@isu.edu.ph

Abstract

In compliance with the University's mandate and to sustain community development for
social transformation, the Polytechnic School of Isabela State University-Angadanan Campus was
committed to transform people's lives and communities through skills development extension
program. This program was initiated in 2020 and it is now a regular activity of the School. It focuses
on providing technical-vocational skills training by utilizing its faculty's patented technology devices
and equipment coupled with highly trained and skilled faculty members who are willing to extend
practical skills for the most in-need members of the community. Competency-based Training (CBT)
delivery approach was implemented and after the skills training, basic tools were given to the
participants. The Needs Assessment conducted through interview and survey reveals that driving and
preventive maintenance, aircon servicing, domestic appliance repair, and baking were the needs of the
clienteles. A total of 64 individuals were the beneficiaries and majority of them were out-of-school
youth, and no skills training previously attended. As evaluated by the trainees, an excellent rating and
highly acceptable feedback was obtained. As a result, the trainees have gained a 100 percent passing
percentage on the institutional assessment conducted by the host College and rated “Competent” on
the national assessment administered by the Technical Education and Skills Development Authority
(TESDA). The participants can drive, service and maintain light weight motor vehicles; can install,
maintain, and repair heating, ventilation and air conditioning systems; can service domestic
appliances; and can prepare and produce pastry products, cakes and desserts. Challenges encountered
include the slim chance of employment of the participants and the delay of the conduct of National
Assessment for the last batch of trainees due to non-availability of free assessment slots. Continuous
implementation of the extension program and partnership with skills assessment center, DOLE, DTI,
LTO and other agencies is recommended for possible free assessment, employment and other
assistance given to the participants.

Keywords: assessment, community, skills, technical-vocational, technology

I. Rationale/Introduction

Educational institutions as a cornerstone of social growth have the duty to be active in

empowering communities and transforming lives through the transfer of information and research-
based technologies that respond to the needs of communities and its counterparts. This is in-line with
the United Nations Sustainable Development Goals (SDGs) particularly Goal 4 (Quality Education)
wherein achieving inclusive and quality education for all reaffirms the belief that education is one of
the most powerful and proven vehicles for sustainable development. It also aims to provide equal
access to affordable vocational training. That by 2030, substantially increase the number of youth and
adults who have relevant skills, including technical and vocational skills, for employment, decent jobs
and entrepreneurship and ensure equal access to all levels of education including vocational training.

In relation to this, higher education institutions like the Isabela State University-Angadanan
Campus are therefore expected to cater to the imperatives of total human development and to uplift
the quality of life, thus, cognizant to its goal of pursuing excellence in Extension and Training, the
Polytechnic School of Isabela State University-Angadanan Campus, as a partner of social change,
should continually implement extension programs that are socially responsive to the needs of its
service communities particularly the most in-need members of the community such as the
unemployed and underemployed men and women in the community.

Parallel to this, particularly on reasons why Phil jobless rate is high, it is mentioned that the
unemployment rate of the country is still high with 8 percent. In comparison with our Asia-Pacific
neighbors, Malaysia has 3.4 percent, 8.9 percent in Indonesia, 2.3 percent in Thailand and 3.4 percent
in Singapore. In South Korea, it was 3.5 percent; Taiwan, 4.3 percent; China, 3.9 percent; and
Vietnam 5.6 percent. The study likewise revealed that most of the unemployed in the Philippines
came from fresh graduates with about 400,000 added to the labor force each year. Among the reasons
of unemployment that the survey found out were oversupply of labor force on popular careers, lack of
quality graduates, inability to take on available jobs, discrimination and unreasonable job
requirements, and overpopulation.

With this, having its patented technology devices and equipment coupled with highly trained
and skilled faculty members who are willing to extend technical-vocational skills to the unemployed,
underemployed as well as to the professionals who are most in-need of skills. Hence, this continuing
extension program for the less-served individuals were conducted.

II. Objectives

This extension program aims to develop the skills, knowledge, and attitudes of the men and
women participants required in their area of interest necessary for employment and maybe essential to
their employment using the research outputs/patented utility models developed through Research and
Development of the BS Industrial Technology Program of ISU-Angadanan Campus. Specifically, it
aims to;
1. Determine the demographic profile of the participants in terms of;
a. Gender;
b. Educational Qualifications;
c. Learning/Skills Training Previously Attended; and
d. Level of knowledge and skills on technical-vocational field.

2. Capacitate the participants through the implementation of skills development program on the
following technical-vocational field of specializations:
a. defensive driving with troubleshooting;
b. aircon servicing;
c. household appliance repair and maintenance; and
d. baking.

3. Assess the technical know-how of the participants through institutional and national assessment;
and
4. Evaluate the implementation of the extension program.
III. Review of Literature

In the analysis conducted on the labor market outcomes of graduates of post-secondary

technical and vocational education and training (TVET) in the Philippines, using household data for
2015–2016, the results show significantly higher wages for TVET graduates relative to those who
entered the job market with a secondary school education or below. However, individuals who both
trained in TVET and pursued tertiary (university) education tend to have a lower wage than those with
secondary school education or below. This counterintuitive result may be partly explained by the
tendency for such dual-level individuals to complete the lowest level of TVET. Graduates of TVET
are found more likely to be employed compared to individuals who only studied at secondary school
or below as well as those who studied at the tertiary level. Vandenber, et.al. 2021.

In the same vein, Bairagya, 2021, examined the impact of participation in formal vocational
training on the earnings of rural self-employed individuals in India. There is a need for an appropriate
policy attention towards enhancing the participation of rural self-employed individuals in the formal
vocational training programmes on a grander scale. A substantial heterogeneity is observed in terms
of the duration of training programmes. Considering that a shorter duration training is cost-effective
from the supply-side and entails a lesser opportunity cost when it comes to participation, policy
should revisit the course structure and curriculum of shorter duration training programmes.

Endale, et.al, 2022 said that a large volume of evidence has claimed that China's government
is putting a blindfold on VET outcomes. Vocational Education Training (VET) in China is considered
the last resort for low academic achievers or economically desperate students who wish to join the job
market after a short educational period. Their study shed light on vocational students who lose their
learning motivation over time; those with other alternatives drop out of the program.

In the context of other industry such as apparel, Zakaria et.al, 2022 said that TVET education
is the solution for the skill development of skilled workers and designers who understand the
importance of garment specifications, are knowledgeable on how to make them last longer, have
awareness about theirs meeting life expectancy, and thus are adept at preventing garments from being
thrown at the landfill faster than they should be. In a nutshell, proposing TVET education as the
solution to human capital development will drive a sustainable industry in the future.

Chiang, F. et.al 2022, reviewed the application of Augmented Reality technology in the
training of various industries over a 20 year period (2000–2021). Analysing the application of
Augmented Reality (AR) in various industries over a 20 year period. AR has been most frequently
used in medical training, industrial maintenance, and assembly. They recommended that future
researchers can study how vocational skills education can be combined with these new intelligent
technologies.

Choi, et.al 2022, examined individual returns to VET over a lifespan and assessed the effects
of national VET systems, including school-based and work-based VET systems, on economic
outcomes. The results of their study indicates that vocational track graduates are more likely to have
literacy skill disadvantages, short-term employment advantages, and long-term employment
disadvantages compared to general track graduates. The most significant finding is that there are
substantial differences between work-based and school-based VET systems with regard to their
literacy and employment effects. Compared to VET graduates from general education-oriented
countries, VET graduates from work-based VET-oriented countries are initially more likely to be
employed, but that employment premium narrows faster over time. Therefore, a lifespan overview
and the characteristics of national VET systems should enter into policy debates on national
educational systems.

Muja, A. et.al 2022, investigated to what extent the vocational specificity of educational
programs has a positive impact on having a paid job and experiencing immediate job entry and job
matching among recently graduated VET school-leavers in the Netherlands. They likewise theorize
and test the moderating role of regional youth unemployment rates. Unique to this study are the two
vocational measurements of programs, which were obtained by assessments of professionals involved
in the programs (e.g. teachers, managers, education coordinators). Using data from the VET survey
and VET expert survey – covering 114 educational programs between 2010 and 2014 – multilevel
models generally show a positive vocational impact of programs on youth’s labor market
opportunities. Unexpectedly, the vocational impact does not vary with regional youth unemployment
rates.

IV. Strategies of Implementation/Methodology

Defining boundaries and conditions as well as the establishment of linkages and support
between ISU and cooperating agencies were initiated. Specifically, forging of Memorandum of
Agreement were conducted between the 205th Maneuver Company, Regional Mobile Force 2
based at Macalauat, Angadanan, Isabela and the Polytechnic School of ISU-Angadanan Campus
covering all the activities covered in this extension program. MOA were likewise prepared for the
Local Government Unit of Angadanan.

The project leaders and implementers prepared their respective training designs in consonance
with the training regulation in their respective areas of competency/qualification. As to the venue
of the trainings, it was conducted at ISU-Angadanan Campus.

Miscellaneous and other operating expenses were shouldered by the extension unit of the
school. However, for the personal requirement of participants such as student permit to drive, etc,
were shouldered by the clienteles and some were sponsored by the cooperating agencies.
Competency assessment were undertaken by the Technical Education and Skills Development
Authority through their free-assessment program for active workers.

As to the actual implementation of the activities, the following methods were adopted:

Lecture/Discussion. The implementers were able to explain the basic theory and practice of
defensive driving and maintenance, aircon servicing, domestic appliance repair and baking.

Practical demonstration. This were employed by the implementers to determine whether the
trainees were sufficiently proficient in a practical skills and be able to meet a specified standard of
competence on the skills imparted.

Pretest. A simple test were administered prior to the conduct of the training to determine the
knowledge baseline of the trainee on the different extension activities.

Post test. A simple test were likewise given to trainees after completion of the skills training to
measure their achievement and the effectiveness of the program.

Institutional Assessment. Institutional assessment is undertaken by trainees to determine their

achievement of units of competency as well as to determine their readiness for national
assessment.
V. Conceptual/Operational/Logical Framework

The extentionist have adapted the Plan, Do, Assess/Analyze, Report, and Utilize (PDARU)
cycle model. (Hirano, K., et al., 2020). The plan includes the allocation of budget as part of the
university investment for the conduct of extension programs with the aim of extending skills,
knowledge, and desirable attitudes to the clientele. For the Do/Assess/Analyze, the proponents
conducted profiling and were able to impart knowledge and skills in automotive, electrical,
electronics, and food technology based on the needs and fields of interest of the clientele using the
patented outputs/utility models developed by the Industrial Technology faculty members. The
competency and employability of the clientele is the expected output of the program, including the
positive impact on their socio-economic status.

PDARU Cycle model (Hirano, K. et.al, 2020)

VI. Results and Discussion of Accomplishments by Objectives

The conduct of this extension program was started last July 26, 2021, a week after the formal
signing of Memorandum of Agreement between the Isabela State University and the 205 th Maneuver
Company.
Due to some constraint brought about by the pandemic on the first year of implementation of
the program, only the members of the Philippine National Police have participated in the extension
activities particularly on defensive driving and preventive maintenance. This is the time wherein, only
the PNP personnel were allowed or free to stay from one place to another. With this, with the proper
coordination to the Inter Agency Task Force (IATF) through the Local Government Unit of
Angadanan, the Defensive Driving and Preventive Maintenance extension activity have been
conducted in 2021. For the second year of implementation of the program, more were identified as
beneficiaries such as the most in-need members of the participating barangays of Angadanan, Isabela.

A. Demographic Profile of the Participants

Table 1 presents the demographic profile of the participants specifically along gender; educational
qualifications, skills training previously attended, and the level of knowledge and skills on technical-
vocational field.
 The table reveals that a total of sixty four (64) participants had attended the trainings, ten (10)
in 2021 and fifty four (54) in 2022. Forty six (46) among the trainees were male while eighteen (18)
were females.

The table further reveals that majority or a total of fifty five (55) were undergraduate/Out of-
the-school youth.
Meanwhile, as to the skills training previously attended, the participants have not attended
any skills training.

Table 1. Demographic Profile of the Participants

Total No. Gender Educational Qualification
Extension of Under Skills Training
M F College Graduate Previously Attended
Activity Trainees n (%)
Graduate/OSY
(n) (n) n (%)
(N)
Driving and 10 10 10(100) 0 None
Maintenance PNP personnel
(2021)
Driving and 14 12 2 3(21.43) 11(78.57) None
Maintenance
(2022)
Aircon Servicing 10 9 1 1(10) 9(90) None
(2022)
Domestic 10 10 10(100) None
Appliance Repair
(2022)
Baking 20 5 15 25(100) None
(2022)
Total 64 46 18 14 55

B. Implementation of Skills Development Program

Table 2 presents the skills imparted and the result of the pre-test and post test. Result of the
pre-test reveals that all the trainees have low or poor background as to defensive driving and
preventive maintenance, aircon servicing, domestic appliance repair and baking. This imply that
implementing the identified training programs are helpful to increase the knowledge, skills and
attitudes of the trainees specially the PNP personnel in the discharge of their duties and
responsibilities as an active member of the Philippine National Police such as accident response,
patrolling, rescue operations and other relevant activities of the PNP. The beneficiaries without skills
previously attended can also be benefited either use their skills learned in the training for employment
and/or self-employment.

Table 2. Skills Development Program Implementation

Pre-test Post-test
Skills Imparted
Result Result
Defensive Driving and Maintenance Low High passed
Aircon Servicing Low High passed
Domestic Appliance Repair Low High passed
Baking Low High passed

On the other hand, The participants have obtained a high post-test result, which means that
they have learned the necessary skills and were competent enough as regards the competencies they
have learned out of the training in driving and preventive maintenance, aircon servicing, domestic
appliance repair and baking. This means further that trainings conducted is effective and properly
conducted.

C. Assessing the Technical Know-how of the Participants

Table 3. Result of Institutional and National Assessment

Institutional Driving NC-II
Result Result
Activity Assessment Assessment
(%) (%)
N=10 N=9
Defensive Driving 10 100% 9 100
and Maintenance

Table 3 presents the result of institutional and national assessment undergone by the
participants. The table reveals that a total of ten (10) participants were subjected for institutional
assessment and a 100% result have obtained. This means that the participants are ready enough to take
the national assessment.
On driving NC-II national assessment, the table reveals that a 100% passing result were
obtained which means that the participants were competent enough in driving NC-II specifically to
drive, service and maintain light weight motor vehicles.

D. Evaluation of the Extension Program

Using the instrument recommended by the Office of the Campus Extension and Training,
table 4 presents the evaluation of the trainees on the activities conducted. The instrument measures the
effectiveness of the training and their overall assessment whether these are outstanding, very good,
good, fair, or poor.

The table reveals that the trainees have an overall rating of 4.67 “outstanding” particularly on
training proper, resource speaker, training coordinator, food accommodation/venue, timeliness in
service delivery and their overall assessment of the training, which means that the trainees were
satisfied on the activities conducted. This means further that the necessary knowledge and skills in
aircon servicing and other skills training activities were provided to the participants. All their
comments were positive which supports that the trainings were really highly appreciated and very
good.

Table 4. Evaluation of Participants on the Trainings Conducted

Criteria Rating Description
1. Training Proper 4.76 Outstanding
2. Resource Speaker 4.72 Outstanding
3. Training Coordinator/Secretariat 4.64 Outstanding
4. Food Accommodation/Venue 4.68 Outstanding
5. Timeliness in Service Delivery 4.64 Outstanding
6. Overall Assessment of the Training 4.58 Outstanding
Overall Mean 4.67 Outstanding
Comments:

 Dapat po sana sa driving 1 week po sana.

 More TESDA training
 Sana 5 days and training at 5 participants every barangay
 Additional days for training 5 to 7 days
 Discuss sign and traffic rules
 More days of training.

VII. Conclusion
Relative to the implementation of the skills development program, the following were
concluded;
1. Majority of the participants were out-of-school youth and have no skills training
previously attended.
2. The participants have gained a 100 percent passing percentage on the institutional
assessment and rated “Competent” on the national assessment administered by the
Technical Education and Skills Development Authority (TESDA).
3. The participants can drive, service and maintain light weight motor vehicles;
can install, maintain, and repair heating, ventilation and air conditioning systems; can
service domestic appliances; and can prepare and produce pastry products, cakes and
desserts.
4. The implementation of skills development program is effective.

VIII. Recommendations

The following are recommended:

1. Continuous implementation of the skills development program particularly to other
municipalities in the Province of Isabela.
2. Partnership with skills assessment center, DOLE, DTI, LTO and other agencies for
possible free assessment, employment and other assistance given to the participants.
3. Regular monitoring of the extension program to include the whereabouts of the
participants;
4. Involvement of all the parties involved from planning to implementation up to the
termination of the program.

IX. Sustainability Plan/Way Forward

Conduct of impact assessment on the implemented extension projects, and activities to

determine the positive changes on the socio-economic status and other significant changes on the part
of clienteles relative to the programs implemented is part of the sustainability plan. Moreover,
partnership with DOLE, DTI, LTO and other agencies for free assessment, possible On-the-Job
Training (OJT), possible employment and other assistance for the participants were likewise part of
the plan.

In the same vein, the office of the Extension Unit of ISU-Angadanan is currently scouting
another set of clienteles, particularly in Maconacon, Isabela, one of the coastal towns of the province.
The usual needs assessment will soon be conducted to determine the needs of the target clientele. The
strength of the Polytechnic School, particularly in automotive, electrical, electronics, food and service
management, will be introduced to inform them about the programs. In cases where the programs are
identified as the needs of the community, the program implementers are willing to impart the skills
needed by the community. This is to ensure the regular and continuous implementation of this
extension program.

X. Problems/challenges Encountered
The following were the problems encountered in the implementation of the skills
development program:
1. Conduct of National Assessment for the last batch of trainees were not yet conducted
due to non-availability of free assessment slots.
2. Slim chance of employment of the participants.

XI. Lessons Learned

In the implementation of the skills development program, the following were the
lessons learned:
1. Conduct of skills training program is instrumental to make the out-of-the school youth
become more active members of the community.
2. Implementation of skills training program is helpful for the PNP personnel especially
in the discharge of their duties and responsibilities as an active member of the
uniformed personnel such as accident response, patrolling, rescue operations and other
relevant activities of the PNP.

XII. References

1. Vandenberg, P., 2021. Vocational Training and Labor Market Outcomes in the
Philippines. Asian Development Bank. https://doi.org/10.1016/j.ijedudev.2021.102501

2. Bairagya, I, 2021. Impact of Formal Vocational Training on the Earnings of Self-

employed Individuals in Rural India Centre for Human Resource Development, Institute
for Social and Economic Change, Bangalore, 560072, Karnataka, India
https://doi.org/10.1016/j.jbvi.2021.e00269

3. Zakaria, N. et.al, 2022. Sustainable Apparel Technical and Vocational Education and
Training (TVET): Integrating Technology for Skills Training. Clotech Atelier Academy-
Telestia Malaysia, Selangor, Malaysia https://doi.org/10.1016/B978-0-12-823969-
8.00003-4

4. Endale T., et.al 2022. The Impact of Socioeconomic Status on Self-determined Learning
Motivation: A Serial Mediation Analysis of the Influence of Gaokao Score on Seniority in
Chinese Higher Vocational College Students College of Teacher Education, Zhejiang
Normal University, Jinhua, Zhejiang Province, China
https://doi.org/10.1016/j.childyouth.2022.106677

5. Chiang, F. et.al 2022. Augmented Reality in Vocational Training: A Systematic Review of

Research and Applications. Center for Future Education, School of Education, Shanghai
Jiao Tong University, China https://doi.org/10.1016/j.chb.2021.107125

6. Choi, S. 2022. Impact of Vocational Education and Training on Adult Skills and
Employment: An Applied Multilevel Analysis. Seoul National University, Kwanak-ro,
Seoul City 08826, Republic of Korea https://doi.org/10.1016/j.ijedudev.2018.09.007
 7. Muja, A., et.al. 2022. The Vocational Impact of Educational Programs on Youth Labor
Market Integration. Department of Sociology, Radboud University, Nijmegen, the
Netherlands. https://doi.org/10.1016/j.rssm.2019.100437t

8. Abdurrahman, 2022. Evaluation on the Automotive Skill Competency Test Through

‘Discontinuity’ Model and the Competency Test Management of Vocational Education
School in Central Java, Indonesia. Mechanical Engineering Department, Faculty of
Techniques, Universitas Negeri Semarang, 50229 Gunungpati, Semarang, Indonesia.
https://doi.org/10.1016/j.heliyon.2022.e08872
XIII. Annexes (Pictorials, MOA, etc.)

Presentation and discussion on the content of the Memorandum of Agreement (MOA)

between the Polytechnic School and the 205 th Maneuver Company, Regional Mobile Force 02. In
attendance are the Company Commander of RMFB and his staff, the extensionist and project
implementers.
 Signing of Memorandum of Agreement (July 14, 2021 at the 205th Maneuver Company,
RMFB 02, Macalauat, Angadanan, Isabela). The ceremony was attended by the Campus
Administrator of ISU Angadanan, the faculty of the Polytechnic School, Members of the PNP and the
Community representative.
Lecture and familiarization of Motor Vehicle with Automatic and Manual Transmissions
Conduct of preventive maintenance, highway driving, driving with obstacles and preparation for
National Assessment in Driving NC-II
Closing Program/Awarding of Certificates (July 30, 2021 @the Industrial Technology Laboratory
Building, Isabela State University-Angadanan Campus)
Training on aircon servicing both window type and split type airconditioning units.
Pictorials during the National Competency Assessment at TESDA Assessment Center
(100 percent passing Percentage)
Program during the MOA Signing at the 205th Maneuver Company, RMFB 2
Macalauat, Angadanan, Isabela
Opening and Closing Program at the Technology Laboratory Building ISU,
Angadanan Campus, Angadanan, Isabela