INTRODUCTION

This chapter examines the current situation with respect to the background

of the study, conceptual framework, statement of the problems, and study

hypotheses. The rationale and significance of the present study are presented in

this chapter.

Background of the Study

The success of activities and programs lies on the good management and

supervision of the school head. The teachers, learners, and staff rely so much on

him/ her. He/ she serves as the leader, manager, overseer, teacher, guidance

counselor, mediator, problem-solver, good decision-maker, fortune teller and

model. Those are not the only roles and responsibilities of a school head. He/ she

must be a politician, too. One who has good social skills or building relationships

or linkages especially with colleagues and the community.

As the saying goes, no man is an island, everyone needs others in order to

survive and thrive: company, agency, and an institution like a school. These

organizations need connections, partners or linkages for support whether from

ordinary or influential people. Through the support of partners, much are being

accomplished in the schools.

 Moreover, it is true that the Department of Education has the biggest

budgetary allocation by the government however, this is not yet enough due to the

increasing number of learners who are enrolling. With the rise of school

population, school buildings, facilities, furniture, and even the spaces of schools

are getting narrower. Many school facilities, furniture, and equipment need to be

replaced, repaired, and restored or renovated to make the school environment at

least conducive, safe, and comfortable space for teaching and learning (citations).

With all the above mentioned, building connections is the key.

However, it was observed that in the Schools Division of Baguio City, there is

still a need to strengthen this domain of the school leaders to have more partners

who can assist in the implementation of their projects, programs, and activities for

the improvement of school facilities and better experience of learning (citation on

having better learning outcomes with better facilities)

Further, as observed, school heads in the public elementary and secondary

schools find difficulty in looking for long-term partners who can assist and

provide or sustain other PPAs of the schools that are very relevant and beneficial

to the learners. Partners who have the same goal with the school principal who

can sustain their support are hard to find. There are numerous educational PPAs

of the Department of Education that are cascaded for implementation by schools.

Aside from these, there are additional PPAs initiated by schools. These are

conceptualized because of the results of performance of the learners and the

determined physical needs of the school. Some of the PPAs are the reading

program, feeding program, health and wellness program and others.

Without established connections with private individuals or organizations,

non-government organizations, and other government agencies, the

implementation of school PPAs will have a sluggish progress or have minimal

results (citations). Moreover, it may result to the unsuccessful attainment of goals

and objectives by a school.

Tripathi, (2003) as cited by Mustafa, et. al., (2005) stated that training in

general and skills development in particular, not only play a vital role in

individual, organizational and overall national economic growth but are integral

part of Human Resource Management (HRD). Skill development may be defined

as a process to acquiring and sharpening one’s capabilities to perform various

functions associated with his present and future roles. Moreover, Haq, (2002) as

cited by Mustafa, et. al., (2005) added that human capabilities can be improved

through better education and training. Enhanced skills enable individuals to be

more productive and spawn more money (O’conner and Lunati, 1999).

Remarkably, the government of Ethiopia in Africa considers the education

sector to play a crucial role in driving development and transformation as well as

reducing poverty and empowering citizens. As a result, the government has

prioritized the development and provision of access to primary education to

children under 15 years and Technical Vocational Education and Training

(TVET) to out-of-school youth and adults who have completed grade 10 and

above or who have received no education at all.

Also, one of the guiding strategies and principles of the Exploratory

Project on the Conditions of Peace (EXPRO) in their program Poverty Reduction

and Capability Building through Livelihood Skills Training in Ethiopia is making

the skills training programs market-oriented and demand-driven. It has three

options in choosing skills areas: according to livelihood needs, market needs or

training needs.

These considerations are important to help not only the out-of-school

youths and socioeconomically vulnerable youths and adults but also the

underemployed and the unemployed people in a community to be employed in a

company or to put up their own business and in the end, will contribute to the

growth of the economy (UNESO, 2008).

In refugee and internally displaced person (IDP) contexts, livelihoods

cover the range of activities and programs that work toward and enhance self-

reliance, including: non-formal education, vocational and skills training programs,

income generation activities, food for work programs, apprenticeship placement

projects, micro-credit schemes, agriculture programs, business startup programs,

seeds and tools projects, animal disbursement projects, self-employment and job

placement programs.
 Likewise, in the Philippines, the Extension Services Office of the Bulacan

State University is very active in its “BANYUHAY PROJECT” (Kalinga sa

Bagong Anyo ng Buhay) dedicated in rendering services to its less privileged and

marginalized sector of the society like the differently abled persons, scavengers,

sexually and physically abused girls, the street/ abandoned kids, the kids of the

leprous people, the Badjau community located under the bridge of Sulipan,

Apalit, Pampanga, the relocated families at Bangkal, City of Malolos and Batia,

Bocaue, Bulacan respectively, the inmates of the Bulacan Provincial Jail and the

juveniles of Tanglaw Pag-asa “Children in Conflict with the Law,” and some

adopted schools, municipalities and barangays.

Adhering to its philosophy that a well-rounded individual through proper

education and guidance ensures a productive and responsible citizenry, thus, the

ESO is very aggressive in its ordeal servicing the above mentioned with the

following services namely: the literacy/ skills training program, livelihood skills

training program, information educational campaign/ advocacy, integrated

capability building program, special services like dental mission (Francisco,

2010).

In Baguio City, Literacy cum-livelihood Skills Training Program is

included as one of the programs and projects of the Alternative Learning System

(ALS). In fact, the program was considered the entry point of an out-of-school

youth or adult to the ALS Accreditation and Equivalency (A&E) program. This is
a program aimed at providing an alternative pathway of learning for out-of-school

youths and adults who are basically literate but who have not completed the 10

years of basic education mandated by the Philippine constitution. Through this

program, school dropouts/ leavers are able to complete elementary and high

school education outside the formal school system and therefore will have all the

rights of an elementary or secondary graduate in the formal school system.

In an interview with the District ALS Coordinators in the Division of

Baguio City who just joined the ALS family the time when the Non-formal

Education (NFE) was renamed Alternative Learning System (ALS) in 2004, they

told the researcher that they had a hard time convincing out-of-school youths

(OSYs) and out-of-school adults (OSAs) to go back to school or join the A&E

literacy classes of ALS they conduct that time.

When ALS implementers go to the barangays or schools they were

assigned to visit, they offer first the literacy cum-livelihood skills training

program of ALS. When a group is organized to be trained in a particular skill in

an identified temporary training center within the vicinity of the barangays/

schools and while trainings are ongoing, the ALS implementers will now take the

chance to advocate on the ALS A&E program. Having been informed of the

helpful benefits OSYs and OSAs will acquire from this, they will now enroll in

the A&E program. Parents and guardians who have relatives who did not finish

elementary and secondary level will be the ones to persuade them and enlist them
in the program. This explains the observation that the ALS livelihood skills

training program was the entry point of an OSY or OSA to the A&E program.

Similarly, in Tublay, Benguet, livelihood skills training were conducted as

an entry point to literacy classes for better understanding, acceptance, and

responsiveness towards innovative technology. This is in partnership with the

Technical Education and Skills Development Authority (TESDA), Department of

Social Welfare and Development (DSWD) and the Igorota Foundation (Cid,

2001).

Since ALS has a flexible time in meeting learners, the implementers and

the learners will then agree on a schedule where majority are available for the

A&E learning sessions/ classes. In cases when learners cannot attend the learning

sessions/ classes (referring to the A&E program) on a daily bases, they will be

advised to review using the ALS Core Modules but should visit their teacher for

an assessment as often as they could when they have time.

Learners can attend the skills training in the morning and in the afternoon,

they will join the A&E literacy classes or vice versa. With this, the learners are

shooting two birds in just one bullet.

The ALS livelihood skills training program in Baguio City started to be

offered in the early 80’s under the Non-formal Education (NFE). The skills

training that were introduced includes cosmetology, baking, backyard cooking,

food processing, slipper making, candle molding, accessories making,

dressmaking/ tailoring, basic computer lesson, welding, electronics, automotive,

driving, house wiring, high voltage wiring, carpentry that includes furniture

making and the like, waste recycling (old news newspaper weaved as baskets,

flower vases, etc.), including Tae Bo exercises.

As the years passed and as the needs of the community dictated, some

skills were added like: beauty care, hair science, bartending, massage/

reflexology, waste recycling with the use of junk food wrappers and the like and

cellphone repair. However, driven by the desire to have a greater income,

qualified cellphone repair trainers opted to put up their own repair shops and

refused to accept the offer of ALS to be a trainer with a minimal incentive, which

the city government can only afford to offer (the honoraria of trainers come from

the Special Education Fund (SEF) of the city). Thus, the skill training for

cellphone repair was not sustained.

In addition, literacy with livelihood skills training conducted in Tublay,

Benguet centered on loom weaving, clothing and related crafts, food processing,

broom making, and basketry. Reading, writing, numeracy, entrepreneurship,

bookkeeping and values education were integrated as part of the training (Cid,

2001).

The context of the study is an urban place inhabited by settlers from

different neighboring towns/ provinces, migrants from the North and South and

other countries as well. It is predominantly inhabited by Cordillerans.

 Unfortunately nowadays, observation shows that even in this urban

society, many adults, including the youths are unemployed and underemployed.

Miller and Porter (2005) as cited by Sumalag (2011) said that unemployment

tends to be higher among out-of-school youth than enrolled youth, and it is much

higher among those who lack a high school diploma or General Educational

Development (GED) certificate.

Truthfully, even employed individuals still complain for their salary is not

enough to suffice all the basic needs of their family especially when it’s only the

mother or the father who is employed and the rest in the family are still in school

or unemployed. The economic situation of developing countries like the

Philippines forces even employed or working individuals to acquire additional

livelihood skills so they can make use of their spare time in producing products

that they can sell for additional income generation to meet all the needs of the

family.

The growing prices of commodities, tuition fees, and city services make

everyone panic, stressed, and worried of the family’s condition. This statement is

affirmed by Brion (2007) as cited by Songday (2009). Accordingly, recent social

and economic crises have brought about tremendous changes in the society. The

citizens are faced with the increasing prices of petroleum, rising cost of

commodities and growing unemployed population.

 These circumstances push the affected individuals to seek for additional

income generating activities to combat the crises and improve their quality of life.

The livelihood training programs of the Alternative Learning System in Baguio

plays an important role in these crucial times in the existence of the beneficiaries

in the city.

Through the literacy cum-livelihood skills training program of ALS, an

individual will acquire a skill/s or enhance his skill/s that can make him confident

to look for a job or put up his own business and earn additional income to combat

the economic crisis he and his family is experiencing. Eventually, he will be able

to contribute to the economy of his community. In addition, Felipe (1998) stated

that Non-Formal Education or ALS has a potential for providing an alternative

channel for the upliftment of the socio-economic status especially of the low

status social group.

The researcher finds this study relevant and essential in the acceleration of

people’s awareness in the community that will empower them to be more

responsive and cooperative with the livelihood skills training programs and

projects of the Alternative Learning System.

In addition, this study can also provide significant data that can enrich the

effectiveness of the program and in the realization of its objectives. Lastly, this

will help or influence the implementers design innovative strategies/ techniques to

employ in their transfer of knowledge and skills to the beneficiaries for the

possible upturn of family earnings.

Conceptual Framework

Livelihood skill training is the process of undergoing instruction and

direction to acquire the ability to effectively perform a particular technique that

can be employed to generate income. This may include technical/ vocational skills

(sewing, massaging, house wiring, welding, dress making, etc.), and skills to

manage money. This is one of the programs of the Alternative Learning System

(ALS) in Baguio City.

Alternative Learning System (ALS)

It was operationally defined by the Republic Act 9155: The Governance

Act of Basic Education as a learning system that provides a viable alternative to

the existing formal education system. It encompasses both the non-formal and

informal sources of knowledge and skills. It was then called the Bureau of Non-

formal Education (BNFE).

By the power of Executive Order No. 356, it was renamed as the Bureau

of Alternative Learning System (BALS) by her Excellency, President Gloria

Macapagal Arroyo on September 13, 2004. Not only does this order reiterate the

Bureau’s mandate to address the learning needs of marginalized learners but also

directs BALS to provide a systematic and flexible approach to reach all types of

learners outside the school system.

In addition, the Executive Order spelled out the functions of the BALS.

They include the following: to address the learning needs of all marginalized

groups including the deprived, depressed and underserved citizens; to coordinate

with various agencies for skills development of the learners; to expand access to

educational opportunities for citizens of different interests, capabilities,

demographic characteristics, socio-economic origins and status and to promote

certification and accreditation of alternative learning programs both nonformal

and informal in nature.

Furthermore, the BALS envisions itself to be the leading producer of

Filipino lifelong learners. Its mission states: In partnership with other producers of

learning, the BALS will develop exemplary programs and open creative learning

opportunities to achieve multiple literacies for all.

In the 1980’s, the global community launched a campaign called

Education for All (EFA) that aimed to eradicate illiteracy and promote functional

literacy for all peoples of the world. Our nation was a signatory to this and as

such, committed to providing education for all Filipinos. Hence, BALS is one of

the lead agencies in the eradication of illiteracy in our country.

 Given those legal frameworks and mandates, the Alternative Learning

System in Baguio City responded positively so it does not only exert effort

reaching the out-of-school youths, adults and other interested individuals in the

community to educate them anywhere, anytime and in anyway, but it also offers

various skills training program that are helpful to the community. Education does

not simply mean to learn how to read and write but it includes the acquisition of

different skills that could be utilized to earn a living.

Over the years the Department of Education (DepEd) Baguio City

Division’s Alternative Learning System with the help of the Local Government

Units, Non-governmental Organizations and other private individuals have

produced graduates who have acquired various skills from the livelihood training

programs offered.

The ALS skills training program is handled by qualified trainers,

professionals or non-professionals but who undergone intensive trainings and

workshops in acquiring their skills of their line of interest. Their honorarium is

charged from the Special Education Fund (SEF) of the city.

Beneficiaries may include out-of-school youth/ adults, professionals/ non-

professionals, employed, self-employed, unemployed and underemployed

individuals in the community. De Leon (1987) New Philippine Constitution, Art.

XIV, Sec. 2 No. 4 of the 1997 Philippine Constitution. Upon subjecting

themselves to livelihood skills training and upon acceptance of relevant

innovative technology with diversified provision of income generating project, the

clientele will be equipped with wide access of opportunities where to become

self-reliant, self-employed as well as self-sufficient in life.

Similarly, the Non-Formal Education and Livelihood Skills Training

Program (NFELSTP), implemented by the Uganda Youth Development Link

(UYDEL) in Africa target the out-of-school and socioeconomically vulnerable

youth (such as orphans, street youth, sex workers, domestic workers) from

marginalized rural and urban-slum communities. In order to empower vulnerable

and marginalized youth, UYDEL provides them with vocational and livelihood

training in different skills or trades including hairdressing, tailoring, motor

mechanics, carpentry, electronics, welding, and cookery (UYDEL, 2005).

The livelihood skills training program offered by ALS in a particular

barangay or school will depend on the needs of the community. This is also true

to what Lucaben (2007) said that the livelihood skills training programs offered

by the Department of Social Welfare and Development (DSWD) are based more

on the needs of the citizens and are obviously concerned about their economic

situation. This gives hope to those people who have not yet found employment ,

those who are employed but the work is not aligned with their line of interest and

those individuals who are employed but the salary is not adequate to suffice the

needs of the family due to the rising economic crisis in the country.
Implementation of the Livelihood Skills Training Program

Lucaben (2007) in every activity to be undertaken, cautious and

systematic planning should be considered before the implementation of any

program. With the careful preparation of any endeavor, successful realization of

the goals and objectives is to be expected.

Moreover, Johns (1976) stated that in order to achieve the objectives of

the implemented programs, plans must be consistent with human needs, must be

based from the philosophy of profession and the agency must be based on

research, must be flexible enough to give room for whatever changes to be made,

must be easily communicated or understood, and contribute to the improvement

of the service.

Hence, a plan must contain the following elements: a goal or what;

resources means, procedures, methods or how; people involved in achieving the

goals or “the who”, methods of evaluation and review and condition under which

the plan will be implemented (Johns, 1976).

In implementing any plan, according to Trecker (1950) as cited by

Lucaben (2007), the following principles must be followed or considered: needs

of the persons who comprise the agency, it must have factual basis of the plan,

and corporate efforts of volunteers- nonprofessionals, community leaders as well

as professionals who are directly affected by the plan. Lastly, to implement

programs, the worker has to look beyond the resources of his own agency, factual

basis of the plan, and corporate efforts of volunteers.

As stated by Lardizabal (1990), the implementation of the livelihood

programs can help many individuals to provide their daily needs and wants. The

needs must be given attention and the wants will follow after the needs were met.

Therefore, in the implementation of every program most especially on livelihood,

the needs of the beneficiaries must be stressed and not their wants.

According to Priscilla (1969) in the implementation of an effective

livelihood program, the objectives must be clearly stated and must involve the

cooperation of the participant in every program.

The study of Baon (1978) on livelihood programs found out that the

cooperation of the implementers and the beneficiaries resulted to a very high

performance of the beneficiaries.

This can also be seen in the study of Sacla (1985) which showed that the

success of a livelihood program in Mindanao was because of volunteerism and

dedication.

Relevance of the Livelihood Skills Training Program

The significance of a program is

A program’s relevance is appreciated when positive changes and impact in

behavior, outlook and status in life of the beneficiaries are evident. Tomas (1998)
found that in Sto. Tomas, the livelihood training had relevance in the development

of learners. Among these were culinary arts, basic literacy, tailoring, knitting, and

practical electricity.

In addition, an evaluation report by UNESCO identified the following key

contributions of the NFELSTP on youth and societal development and well-being:

Employment generation, poverty alleviation and behavioral change: a majority of

the youth who completed training in various vocational trades are now gainfully

employed. Bogwana (2007) also mentioned that most of the graduates of

livelihood trainings in the Cordillera Administrative Region applied and went

abroad for employment. This has not only enabled them to be self-reliant but has

also improved their quality (standard) of life. The youths’ ability to support

themselves as well as to contribute to their families’ subsistence has inevitably

raised their living standards, imbued them with a sense of self-worth, positive

attitudes and future perspectives and improved their social standing. Furthermore,

the integration of practical skills training with health education, psychosocial

counseling and guidance has also improved the youths’ self-esteem and

confidence. This has enabled the youths to transform their lifestyles and thus

prevented them from (re-) engaging in risky antisocial behavior.

Toguinay (0000) said that for the OSYs, they will be redirected

from vices to industry. Furthermore, instead of reverting to illiteracy they will be

oriented to be more productive citizens who shall be assets rather than liability of

the society.

Youth and community empowerment: the program has equipped the youth

with practical life and vocational (marketable) skills and as a result, they are now

less vulnerable to manipulation and exploitation by employers as they are now

better able to negotiate their employment conditions including levels of

remuneration. Furthermore, it has also enabled youth to establish their own

income generating enterprises, thereby generating more employment

opportunities for other youth in their communities. In addition, public awareness

about HIV/AIDs has led to discernible changes in the youths’ sexual behavior.

Also, social transformation and cohesion: the use of local artisans as youth

trainers and social mentors (i.e. in the rehabilitation of vulnerable children) has

helped to foster social cohesion. In addition, the program has also inculcated the

youth with a sense of social or civic responsibility which has, potentially, fostered

family and cohesion as well as prevented some youth from engaging in anti-social

behavior including violent crime.

The program has also boasted the business activities of master artisans

who can now employ more youth and provide better services to their communities

(UYDEL, 2005).

According to Apopot (2001), the literacy with livelihood programs at

Sadanga, Mt. Province were enjoyed by the learners, since most of the illiterates
were able to read, understand instructions and compute while learning a skill, and

most of their outputs during the training were sold. Through this strategic

instruction, some sompleters were engaged in small business enterprises, most of

htem could already understand, accept, and apply modern technology in

improving their, traditional farming, and there were some of them who were

elected as local officials.

Dalang (1989) found that there were better understanding of the people on

government thrust that builds teamwork and cooperation among them.

Figure 1 shows the relationship between the variables classified in the

study. The independent variable is the implementation of the training program as

a crisis combatant of the Alternative Learning System.

The dependent variables are: the extent of implementation of the ALS

livelihood skills training program; 2) degree of relevance of the ALS livelihood

skills training program; and 3) the factors that affect the implementation of the

ALS livelihood skills training program.

Factors that Affect the Implementation of the Program

Just like any other educational programs for project implemented, they are

always problems that may arise in the course of implementation ranging not

serious to serious, from solvable to unsolvable depending on the competence of

implementers and all those involved to solve this problem Bogwana (2007).
 Salmayor (2002) as cited by Bogwana (2007) made a study in the

implementation of nonformal education APayao, Division, CAR. His objective

was to assess the implementation of nonformal education as to how effective the

program was implemented. Among the very much serious problems , the

implemeneters encountered were related to the incentives of the para teachers,

inaccessibility of NFE centers, lack of interest of the clientele, lack of materials

for the literacy and livelihood classes, and insufficiency of funds. These were

considered very serious by the clientele because these affected the quality of

nonformal education services provided. The para teachers hired to handle NFE

classes were paid lowly because most of them were locally paid so if the

municipality where these were located has small income, the para teachers pay

was also smaller. Lack or poor quality materials were also factors that affected the

successful implementation of the program. He suggested that these problems

should be analyzed by the proper authorities so that solutions can be determined.

One of the Alternative Learning System’s goal is to provide interested

individuals especially, the unemployed and underemployed youths and adults in

the community skills for income generation but, there are factors that affect the

success of the program’s implementation. These factors slow the development of

the agency’s projects and programs being implemented.

Fernandez (1999) as cited by Toguinay (2001) stated that there were

various problems encountered in monitoring and education. Among the problems

encountered were: mobility and lack of funds were very serious. Some problems

such as political instruction and lack of coordination were found as serious

problems.

The problem on political intervention and lack of coordination may fall on

the techniques/ strategies of the monitor or evaluator in dealing with people or

stake holders of the projects. These are only some of the hindrances in monitoring

and evaluation. (Cherry S.Toguinay, 2001, Non-Formal Education Program for

the People Empowerment in Buguias. BSU. 28-29, 33-34)

Tuguinay (2001) said that the insufficiency of appropriate and relevant

instructional materials such as primer of literacy teaching aids for various skills

training course and follow-up materials affect the implementation of the program.

Furthermore, Awingan (1993) cited that the following are commonly

encountered in the implementation of the program:

1. Lack of funds to finance organized classes;

2. Teachers are loaded with much work that they do not have time to

handle ALS classes;

3. Small amount of honorarium for ALS teachers;

4. Lack of aid and support from municipal officials.

5. Irregularity of attendance of learners.

 Combs (1975) in his study, identified problems with regard to

implementing NFE. These problems relate to rapid increase in educational cost,

inefficient management and teaching method, unsuitability of present output, and

scarcity of resources for educational expansion.

The above finding were supported by the finding of Abalos (1976) that

some of the obstacles in conducting NFE, now ALS activities are lack of trained

teachers to handle ALS, poverty, lukewarm attitude of clienteles, and indifference

of local officials towards the program.

Corroborating said finding, Genilla (1983) said that teachers-in-charge of

ALS programs were lukewarm in the implementation of the program because they

lack the sufficient knowledge and skills in ALS. Being improperly oriented in

their job, the respondents could not properly coordinate with agencies that could

assist the program.

DEPENDENT VARIABLE
Extent of Implementation of the ALS
Livelihood Skills Training Program.
4- Well Implemented (WI)
3- Moderately Implemented (MI)
2- Fairly Implemented (FI)
1- Not Implemented (NI)
INDEPENDENT VARIABLE
Degree of relevance of the ALS
Livelihood Skills Training Program.
Alternative Learning 4- Very Relevant (VR)
System (ALS) 3- Moderately Relevant (MR)
Livelihood Skills 2- Fairly Relevant (FR)
Training Program 1- Not Relevant (NR)

Factors that affect the extent of

implementation of the ALS Livelihood
Skills Training Program
4- Very High Effect (VHE)
3- Moderate Effect (ME)
 MODERATING VARIABLE
A. Trainees
 Employment
Status
 Educational
Attainment
 Civil Status
B. Position of
Respondents
 Trainer
 Trainees

Figure 1. Paradigm showing the interrelationship of variables in the study

Statement of the Problem

This research aims to determine the extent of the implementation of the

Alternative Learning System livelihood skills training as a crisis combatant.

Specifically, the research aims to seek answer for the following questions:

1. What is the extent of implementation of the Alternative Learning System

livelihood skills training program as a crisis combatant according to

employment status, educational attainment and civil status of the

respondents?
 2. What is the degree of relevance of the Alternative Learning System

Livelihood Skills Training Program as an economic crisis combatant

according to the position of the respondents?

3. What are the factors that affect the extent of implementation of the

Alternative Learning System Livelihood Skills Training as an economic

combatant to the respondents?

Hypotheses of the Study

The following hypotheses were based on the objectives of the study:

1. There is a significant difference on the extent of implementation of the

ALS Livelihood Skills Training Program according to employment status,

educational attainment and civil status of the recipients.

2. There is a significant difference on the degree of relevance of the ALS

Livelihood Skills Training Program as an economic crisis combatant as to

the position of the respondents.

3. There is a significant difference on the factors that affect the extent of

implementation of the ALS Livelihood Skills Training Program as an

economic combatant to the recipients.

 METHODOLOGY

This section presents the methods of the research utilized by the

researcher. It describes the population and locale of the study, respondents,

instrumentation, data collection, and the treatment of data.

Research Design

The descriptive survey research will be used in this study, which is a

purposive process of gathering, analyzing, tabulating, and interpreting of data.

Personal interview with the respondents will be done as a technique to validate

the data.

Population and Locale of the Study

The study will be conducted in the different districts of Baguio, as

follows: District I or Baguio Central District, District II or Quezon District, and

District III or Lucban District. These districts were chosen because they are
within the jurisdiction of Baguio City. Trainings will be held in the barangays/

schools within the districts. This study will be conducted from January to March

2013.

The respondents will be the real ALS clientele, who are out-of-school

youths and adults, parents, employed, underemployed and unemployed

individuals including the trainers of the Alternative Learning System livelihood

skills training program. In some instances when the respondents could hardly

complete the questionnaires, the District ALS Coordinators and Mobile Teachers

or the researcher will be assisting.

Data Collection Instrument

The main instrument that was used in gathering needed data for the study

is the survey questionnaire supported by interviews with the respondents who are

the beneficiaries of the Alternative Learning System skills training program. The

questionnaire that was used in this study is divided into three parts, as follows:

respondent’s profile, extent of implementation and degree of relevance and the

factors that affect the implementation of the ALS livelihood skills training

program.

In the profile, the respondents were asked to fill out the needed

information for the study and tick the appropriate box for gender, age bracket,

civil status, occupation, employment status and educational attainment.

 The second part contains 13 different livelihood skills. The respondents

were asked to check the column of their choice: well implemented (WI),

moderately implemented (MI), fairly implemented (FI), and not implemented (NI)

for the extent of implementation of the ALS livelihood skills training program.

Also, they were asked to check the column very relevant (VR), moderately

relevant (MR), slightly relevant (SR), and not relevant (NR) for the degree of

relevance of the ALS livelihood skills training program in Baguio City.

The third and last part of the questionnaire includes 14 statements that

describe the severity of the problems/ issues that affect the implementation of the

ALS livelihood skills training program before, during, and after execution. The

respondents were asked to tick the column of their best choice: Very Highly

Serious (VHS), Highly Serious (HS), Slightly Serious (SS), and Not Serious (NS).

The finalized and approved questionnaires were administered with the go

signal of the researcher’s adviser and after obtaining the permission of the

Education Program Supervisor for ALS in Baguio City.

Data Collection Procedure

The administration of the data gathering tool was made possible after

obtaining the go signal of the researcher’s adviser and approved permission from

the Education Program Supervisor (EPS) for ALS. The survey questionnaire was

administered personally by the researcher so she can explain to the respondents

the purpose of the study and can provide clear and sufficient instruction on how to

go about answering the questionnaires.

Also, the conduct of a visitation to the concerned authorities and

respondents gave the researcher a chance to do a one-on-one interview to validate

some responses of the respondents.

To guarantee a hundred percent (100%) responses and returns, the

researcher asked the assistance of her colleagues: the District ALS Coordinators

and Mobile Teachers from the different districts covered by the study. Established

connections with the barangay officials were likewise maintained to obtain a high

percentage recovery of the copies of the questionnaire. In some potential

instances, data were gathered during informal meetings, conferences, seminars,

and graduation programs/ exercises.

Treatment of Data

The data that were accumulated were tabulated, analyzed, and interpreted

agreeing to the purpose of the study. A four-point scale will be utilized as a guide

as very high effect, moderate effect, fair effect and no effect to point out the

factors that affect the extent of implementation of the ALS Livelihood Skills

Training Program. A four-point scale will be employed as very relevant,

moderately relevant, fairly relevant and not relevant to point out the degree of

relevance of the ALS livelihood skills training program. Likewise, a four-point

scale will be used as well implemented, moderately implemented, fairly

implemented, and not implemented to determine the extent of implementation of

the ALS livelihood skills training program in Baguio City.

Analysis of variance and other appropriate statistical tools will be used to

treat the data.