Background of the Study

As stated by Hernandez (2007), attaining a college degree equips individuals with the requisite
knowledge and ethical values, enabling them to make valuable contributions to society.
Moreover, the research conducted by Salas-Velasco (2021) reveals a critical phenomenon known
as a job mismatch, where there exists a disparity between an individual's qualifications and the
specific demands of the labor market.
When referring to qualifications, it is essential to clarify that this term can encompass two
distinct aspects. Firstly, it may pertain to formal qualifications, such as academic degrees or
certifications obtained through structured education and training. These formal qualifications
often serve as crucial entry requirements for various professions and industries, ensuring that
individuals have acquired a certain level of knowledge and expertise.
These competences encompass a diverse range of skills, knowledge, and personal attributes that
individuals develop through a combination of formal education, on-the-job experience, and
continuous learning. In essence, the interplay between formal qualifications and competences is
pivotal in shaping an individual's readiness and suitability for a particular role within the labor
market. While formal qualifications offer a standardized and recognized measure of an
individual's educational achievements, competences reflect their practical aptitude, problem-
solving abilities, adaptability, and communication skills – all of which are equally vital for career
success.

Consequently, individuals must strive to strike a harmonious balance between acquiring formal
qualifications and nurturing their competences. By doing so, they can enhance their
employability and overcome job mismatch challenges, positioning themselves effectively to
meet the ever-changing demands of the modern workforce. Emphasizing both the acquisition of
knowledge and the development of relevant skills and values will not only benefit individuals in
their career pursuits but also lead to a more capable and socially responsible workforce that can
positively impact society as a whole.

A number of authors describe competence as relating to an action, behavior or outcomes

that can be demonstrated, observed and assessed. According to Tomlines (1995) as cited in

Caseldo (2017), “competence or skill signifies a more or less consistent ability to realize

particular sorts of purpose to achieve acts or actions”. A competent person is capable of certain

acts and actions. Such a person is capable of the actions required to achieve the intended

outcome. The concept of competence, as explained by Westera (2018), is strongly associated

with the ability to master complex situations, and goes beyond the levels of knowledge and skills

to include an explanation of how knowledge and skills are applied in an effective way.

INPUT

General Profile of Graduates of batch 2015 to 2020 in Accounting Related Program in terms of
their:
a. Accounting Program
b. Accounting Sector
c. Number of Years

The information of Graduates of batch 2014 to 2020 in Accounting Related Program in the
University of the Cordilleras in terms of their core competencies.

The information from the employers of different sectors about their expected core competencies
of accounting related graduates.

OUTPUT

Profile of the perceived level of core competencies of graduates from accounting related program
of batch 2014 to 2020.

Profile of the expected level of core competencies of the graduates from accounting related
program of batch 2014 to 2020.

Determine the significant difference between the perceived level of core competencies of the
accounting graduate students and the required core competencies of the employers.

Determine the significant difference in the level of the core competencies when group according
to:
a. Accounting Program
b. Accounting Sector
c. Number of years

EXPECTED OUTCOME
Proposal to the University of the Cordilleras

Improvement on lacking areas of knowledge, skills, and values of the UC Students

to keep up with the workforce demands:
 A. Activities that can enhance their practical knowledge, which empowers them to
excel in their respective professional domains.
B. Activities that facilitate students’ adaptation to the real work environment,
fostering better understanding and alignment of expectations.
C. Activities that facilitates the improvement of students’ moral values since
employers give importance on values competency.
D. Strengthen the supervision of student internships, ensuring that the assigned
tasks are in line with post-graduation expectations.

PROCESS

Gathering of data online through questionnaires via messenger, email and interview with
selected respondents and their respective employers for further validation of information.

Collection of the questionnaire

Statistical treatment of data

Interpretation and analysis of data gathered