CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education in general and higher education in

particular, are fundamental to the construction of a

knowledge economy and society in all nations (World Bank,

1999). Yet the potential of higher education systems in

developing countries to fulfill this responsibility is

frequently thwarted by long-standing unemployment. Our

country has one of the most serious and longstanding

problems in providing adequate employment opportunities for

its young men and women. Even in times of strong economic

growth, unemployment and underemployment remains a

significant problem for people in the Philippines, and

especially younger people. Employment is an integral factor

in providing a sense of purpose, direction and self-esteem

necessary to the overall physical and mental health of an

individual.

1

Unemployment in the economic sense means the inability

of the national economy, including public and private

sectors to create sufficient jobs to absorb those who are of

working age, capable, and looking for work. The problem of

unemployment is a global one affecting the economies of both

developed and developing countries alike. However, one

should take into account the obvious differences in the

severity of this problem between the two groups. According

to the World Bank (2009), unemployment rate in developed

countries in 2007 averaged 5.4% (4.6% for the US, 7.4% for

the Euro region, and 3.9% for Japan).In the Philippines, the

unemployed persons numbered 2.8 million persons resulting in

an unemployment rate of 7percent (NSO 2012). Likewise, one

of the common reasons why young adults could hardly find

their job in the labor market is perhaps that some of them

were not able to finish their schooling. Some are school

leavers or drop-outs, while others lack the employability

skills needed by their employer. Others have already a

baccalaureate degree, but were not able to find a job or

2

they even lack the necessary skills to put up their own

businesses.

In similar way, those who failed to complete their high

school are certainly considered a major barrier in securing

further education and training. A high school diploma is a

prerequisite to entry into most colleges and training

programs. Consequently, not completing high school also robs

the youth of the opportunity to enroll in college or in a

training program and largely shuts them out of the economic

gains associated with access to post-secondary education at

the two- and four-year college degree level as well as in

non degree post-secondary educational programs.

Understanding this problem, the Alternative Learning

System formerly known as Bureau of Non formal Education has

been introduced in the Philippine Education as modular non-

formal education program intended for dropouts in elementary

and secondary schools, out-of-school youths, non-readers,

working Filipinos and even senior citizens. This

Alternative Learning System program has produced many

graduates but there are no studies that assess the impact of

3

its graduates whether they are employed or productive.

Realizing this situation, this study generally concern to

examine the impact of ALS program on employability and the

factors related to employability such as quality of

instruction, training facilities and faculty quality.

Likewise, the productivity of ALS graduates was quantified

using readiness of graduates to perform the requirements of

their jobs.

Statement of the Problem

The main purpose of the study is to assess the

employability and productivity of ALS graduates in the

School Year 2005-2006 to 2009-2010 in the City of Mabalacat

1. What is the phenomenon of employment of ALS graduates

from S.Y. 2005-2006 to S.Y. 2009-2010?

1.1. Employment Status

1.2. Nature of Employment

1.3. Waiting time for employment

1.4. Job Level Position

4

1.5. Average Monthly Income

2. What skills and competencies learned in Alternative

Learning System did the graduate find most useful in their

jobs?

2.1. Communication Skills

2.2. Intra-interpersonal Skills

2.3. Problem Solving and Critical Skills

2.4. Entrepreneurial Skills

3. How may the productivity of the graduates be described in

terms of perceived readiness on the job requirements?

a. Knowledge

b. Attitudes

c. Work Habits

d. Skills

e. Work Values

4. How do the graduates perceive the extent to which the

following factors influence their productivity?

5

a. Program of Studies

b. Teaching Competence of the Faculty

c. Adequacy of Learning Materials

d. Adequacy of Training Facilities

5. How does the ALS program affect and improve your life in

terms of employability and productivity? Qualitative

6. What are the suggestions of the graduates’ respondents to

enhance the program?

Significance of the Study

This study investigates the employability and

productivity of graduates in the Alternative Learning System

Program as provided via education and needed in the

workplace. In Philippines, the issue of the quality of

Alternative Learning System graduates and the extent to

which those graduates are qualified and skilled to compete

in the labor market persists. Further, there has been very

limited research on the relationship between employability

6

skills provided in the academic setting and these needed by

business and industry.

This study is important because it addresses one of the

most important issues encountered by the academic and labor

market––the increasing rate of unemployment. The dramatic

increase in the alternative learning system graduates and

the high number of unemployed may affect Philippine’s

economy and society negatively. Also, there is an increasing

need to investigate the quality of curricula and programs,

apprenticeship and co-op programs that are offered by

postsecondary education institutions and the relatedness of

these curricula and programs to the needs of business and

industry for a highly skilled workforce.

The postsecondary education system is graduating

thousands of students with baccalaureate and associate

degrees in various fields every single year. The kinds of

skills and competencies are becoming more relevant than the

degree level of these graduates, however. According to Gray

and Herr (1998), obtaining the occupational skills that lead

to high skills/high wages is more important than courses,

7

certificates, and diplomas per se, and it is the way to

future economic security. In the same respect, Paulson

(2001)

8

argued that employers view diplomas and degrees with doubt

and want different measures to use when recruiting

employees.

Correspondingly, Johnson (2002) pointed out that

traditional education has emphasized the acquisition,

manipulate content, memorize facts, figures, names, dates,

places and events and study subject in isolation (p. 2).

This kind of education is unable to produce high skilled

graduates to compete in the new global market. In her book,

Contextual Teaching and Learning, Johnson suggested that any

kind of education that occurs in an educational setting

should be able to be applied. She suggests that contextual

teaching and learning engages students in significant

activities that help them connect academic studies to their

context in real-life situation‖ (Johnson, 2002, p. 2).

School Administrators and Supervisors. In their main

task as instructional leaders, it becomes essential on their

part that they obtain necessary information, like the

student at risk to dropping out. This will helpful in

9

designing the appropriate instructional intervention which

is expected to reduce the dropouts among the students.

Alternative Learning System Implementers. Implementers

of ALS can benefit from this study by proper aligning the

program to fully achieve the needs of the learners when they

are already in the job market. Also, they can assess

properly on how to make the program even efficient.

ALS Mobile Teachers. The study could develop

literacy and other related skills based on the ALS

competencies that response to the demands of learners and

the target job market.

Local Government Units. The study can serve as a better

baseline data for the effective implementation of ALS. This

will also promote initiatives for the improvements of

schools and other ALS programs

Future Researchers. For future researchers who may wish

to explore further the ALS program of DepEd, this study can

serve as a reference for their future studies.

10

Scope and Delimitation

The study aimed to determine the employability and

productivity of ALS graduates in the Division of Mabalacat

for the school year 2005 to 2010..

Discussion of specific concerns of the study is

delimited to the following: (a) phenomenon of employment of

ALS graduates, (b) determine the skills and competencies

learned in Alternative Learning System Program,(c) describe

the productivity of the graduates in terms of perceived

readiness on the job requirements, (d) describe the factors

that influence graduates’ productivity and (e) the

experiences on how the program improves their lives in terms

of financial benefit and their suggestion in improving the

program.

The study is division wide in scope. It involves 150

ALS graduate from S.Y. 2005-2010 in the Division of

Mabalacat. Data analyzed in this study were taken from the

mentioned group of participants.

11

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, review of

related literature and related studies that investigates the

main variables, theoretical framework, hypotheses of the

study and definition of terms.

Relevant Theories

The four theoretical perspectives give us an in dept

understanding about the concept of employability and how it

is related to the present study. These are: (1) Human

Capital theory perspective, (2) Institutional theory

perspective, (3) Critical theory perspective, and (4) Actor

Theory perspective.

The Human Capital Theory perspective

12

According to the “Human Capital Theory” co-workers’

knowledge and competencies are the most valuable assets of

the organization (Becker, 1964). Staff training drives ought

to be regarded as investments and ought to be carried out to

the extent that these contribute to organizational

effectiveness and increased economic profit (Flamholtz and

Lacey, 1981). An important problem has been that the

employer does not “own” the co-workers’ knowledge and they

can finish before the employer has taken advantage of the

investment in human capital (Jackson and Schuler, 1999). One

solution of this problem in order to create loyalty and

commitment has been to offer the employees security of

employment and possibilities to be promoted. This

“psychological contract” (Baruch, 2001) between the employer

and the employee was common in big American companies until

the 80’s. The following restructuring of organizations led

to cut down of staff had the consequence that the

“psychological contract” was partly dissolved and the

loyalty of the co-workers and their commitment was evidently

diminished (Capelli, 1999). According to the human capital

13

theory, in periods of strong pressures of change and

competitiveness, it is possible to expect that new formal

and informal contract will be established between the

employer and the employee in order to secure profitability

of the human investments. If the thesis of employability has

gain a foothold in the Swedish working life, then there has

been a displacement towards more time-limited and market

adjusted employment contracts and staff training.

From the economic perspective, which includes human

capital theory, there is a common assumption that markets

are functioning optimal if there is a high flow between

occupations and employees. In such situations, the employers

can get human competencies to the lowest prices, and the

employees can get positions at the employers who pay the

best salaries. From the individual’s perspective, a changing

labor market is on the one hand a threat and on the other

hand an opportunity. It is positive for the individual, if

his or hers competence does not become “locked inside an

organization”, isolated from existing potential employers

and work opportunities. In a changing labor market, the risk

14

is greater too loose the job or be replaced by those who

have better competence alternatively have lower claim on

salary. From a traditional economic perspective, it is

common to be positive to the thesis of employability, when

changing markets or maybe more effective markets, result in

higher competition and higher pressure to do

rationalizations, which are supposed to result in more

effective production and economic growth. It is quite likely

to suppose that this kind of argumentation of employability

is a central aspect of the policies of European labor market

and European Higher Education.

The Institutional Theory Perspective

Institutional theory perspective investigates and

explains norms and patterns of behavior from various grounds

of explanations like rational choices and financial

effectiveness (DiMaggio and Powell, 1991). Imitation is

pointed out as a mean to achieve legitimacy and popularity.

For instance, successful companies and organizations which

can shape and design norms have been imitated by various

organizations, because they want to stand out as equally

15

modern and successful. Such ideals are more like “modes of

organizing” companies than effective companies from a

financial point of view. Research based on institutional

theory indicates that on the one hand these “mode of

organizing” has existed, and on the other hand there have

existed stable patterns of actions and “modes of thinking”,

which has been taken for granted. In other words, the

continuously changing work life can be seen as a slowly

moving and developing institution (Tengblad, 2003).

However, the institutional theory approach is relevant

to apply in complex and symbol loaded occasions.

Organizations seem to adjust ritually to external demands

and if these demands are disturb core activities in the

organization, then the core activities are shut off from

these external demands. This form of shut off, de-coupling,

leads to discrepancies between what the organization states

it is doing and what it actually does, what Brunsson (1985)

called “organizational hypocrisy”. From the institutional

theory perspective, research on employability indicates

differences of meaning of the employability concept, when

16

research from US and Europe has been compared. EU’s labor

market policy is an attempt to vitalize the European labor

market through achieving better balance between competition

and solidarity, between effectiveness and equality, and

between flexibility and safety (Jacobsen, 2004). This means

that EU is trying to compromise between market oriented

policy and a well fare oriented labor market policy. The

thesis of employability has been variously applied among

EU’s member states. Faurbæck (2004) found for instance great

differences between Sweden and Denmark.

From the institutional theory perspective, it is not

surprising that the relation between rhetoric and practice

is weak. The rhetoric of employability can in certain cases

serves the aim of legitimizing more than the financial aim,

for instance to indicate for the

surrounding world that EU’s institutions have the ability to

take actions, even though it sometimes is more talk than

action (Brunsson and Olsen, 1993). Svensson (2004)

characterises the life-long-learning discourse as being

strong but the practice is weak. Maybe, this also applies

17

for the thesis of employability, but in that case it has to

be based on empirical data.

The Critical Theory Perspective

From the critical theory perspective, research has called

attention to the fact that the thesis of employability

signifies a shift of power, which is a disadvantage for the

employees. They are expected to take the risk for employers’

investments. If the investments are not successful, even

though these investments have been done because they seemed

to be profitable from the employer’s perspective, the risk

has to taken by the employees. From a critical theory

perspective, to apply risk taking in this way, can be

regarded as manipulation of the individuals’ as subjects

(Garsten and Jacobsen, 2004; du Gay, 1996). To emphasize

that the individual is responsible for its own employability

is a manipulative action from the researchers’ perspective.

The consequence is that the individuals become easy to

control because they start to be self steering due to the

intentions of those in power (Garsten and Jacobsen, 2004).

The change of the European work policy, from full employment

18

to full employability, means that the priority to define the

problem as well as the responsibility, are displaced from

politicians and employers to the individuals (Brown et al.,

2001; Jacobsen, 2004). Jessop (1994) argues that this is a

shift from a social welfare state to a competitive workfare

state, in which the social need of the citizens are

subordinated questions about how to strengthen the

structural competitiveness. Related analysis of the

development of the work life emphasize that a new kind of

work life is growing and spreading; the new work life is

characterized by flexibility, growing demands on the

individual’s ability to take responsibility and to have a

deep and broad competence (Magnusson and Ottosson, 2003).

According to researchers who apply a critical theory

perspective, there is a risk that individuals can get a

feeling that they can form the destiny and therefore seem to

be badly prepared to handle the misfortune (Allvin et al.,

1998). Docherty and Huzzard (1998) have pointed out that

since the thesis of employability addresses employees as

individuals, who have a personal responsibility, the

19

solidarity of the established labor unions can be

challenged. Sennett (1998) asserts, in his heavy critic

against the thesis of employability, that lack of security

of employment and frequent changes of employers may cause

dissolution of the character of the employees. There are

many researchers who point out the negative consequences of

the thesis of employability for instance by making the

individuals responsible for handling their employability and

making them responsible for the risk of being unable to take

that responsibility.

The Actor Theory Perspective

The actor theory perspective is grounded in social

constructivism, which implies that the individual and the

collective actors are predetermined re-producers of the

socially constructed reality (Berger and Luckmann, 1966).

This approach presumes that neither economy as a driving

force, institutional norm systems, nor political power

structures, define the identity of the individuals, but

these forces exert important influence on the individuals’

20

reflexive and subjective ways of creating their identity

(Ingelhart, 1997; Lindgren et al., 2000).

From a social constructivist’s perspective, it is of

great importance to study the individuals’ action and frame

of reference, which guides their behavior and actions

(Silverman, 1970). Taking this perspective as a point of

departure, we can argue that it is important to describe how

employees remain employed in different areas of the work

force market, how they experience their commitments, and

what obligations rest on them and on the employers (Capelli,

1999; “psychological contracts”). Such survey can contribute

with valuable knowledge about the meaning and content of

employability in the Swedish working life. That knowledge

can be used to assess the effects of existing political

ambitions concerning the higher education and the work life,

in which employability is a key concept. An educational and

political strategy of life-long-learning must affect a great

number of employees in order to be effective on a national

level. From an actor theory perspective it is interesting to

study responses and strategies from employees or non-

21

responses and non-strategies, which can exist if the thesis

of employability is unknown by the employees or if they

choose to disclaim from the thesis. For instance, responses

and strategies are the employees’ preparedness to change

employments, profession and housing estate, and to take

responsibility for its learning and to adjust to change of

the organization and how to perform the work, as well as

responsibility for its health insurance and financial

security, if it is demanded. In the critical theory

perspective, the individuals are distrusted, and they are

not regarded as able to create their own destiny. In the

actor theory perspective, the individual is able to examine

his or her surrounding world and to find frames of reference

for acting, which are rational and make sense from the

individual’s context and the individual’s perspective.

Consequently, this perspective has an emancipatoric

dimension, which means that it is possible for the

individual to take responsibility for its own employability

and to develop knowledge and skills, which are demanded for

a successful professional life. Accordingly, the perspective

22

diminishes the individual’s dependence of the employer and

social safety nets.

Review of Related Literature

(Al-Fahhad, 2010) have presented on his research to

investigate the comparability of the outputs of open

learning system with those of conventional ones in respect

to quality, knowledge and skills. Based on the statistical

outputs it is evident that there is a considerable demand

for the AOU business graduates services, and the private

sector organizations in Kuwait are satisfied with their

overall performance. Such demand reflects the quality of

educational services provided by AOU, as an example of open

learning system. Consequently, it can fairly deduce that the

outputs of open learning system are competing with those of

conventional learning systems.

(Magableh and Kharabsheh, 2011) opined that employers

and higher education administrators in Jordan have indicated

that the majority of university graduates who enter the

23

workforce do not possess the necessary skills for effective

and rewarding participation. They further stress out that

many skilled individuals are quickly losing their earning

power and joining the ranks of the unemployed or

underemployed. Results of the study showed the need to build

and develop students’ employability skills such career

building 34 European Journal of Economics, Finance and

Administrative Sciences - Issue 34 (2011) and self

management skills.

(Adeyemo, 2011) asserted in his study that a large

mismatch appears to exist between university outputs and

labor market demands . He stressed out that one main reason

for this mismatch is the policy environment, which in this

case includes the institutions that structure incentives to

reward investment in productive assets. The second reason is

the inadequate level and quality of inputs that businesses

in the economy employ. Results of the study revealed that

many science graduates were not good enough in technical and

practical skills, poor in entrepreneurship skills and are

deficient in information technology skills. Clark (2001)

24

suggests that university departments will need to change

their curricula every two or three years in order to ensure

that the content of their teaching reflects the rapidly

advancing frontiers of scientific knowledge and the global

market.

On the other hand, educators can no longer rely on the

mere convening of classes and granting of diplomas as

sufficient proof that their graduates meet the workplace

needs (Paulson, 2001). In that respect, Ivey (2002)

indicated that the danger for the present and the future is

not a lack of jobs, but a lack of up-to-date skills. A

highly skilled workforce is needed to achieve advanced

responsibilities and job qualifications. There is increasing

evidence of demand from business and employer organizations

for graduates to possess generic skills (Hager and Holland,

2007, p. 4). For that, schooling should emphasize teaching

generic skills beside technical skills.

According to Gray and Herr (1998), if workforce

education is to be effective, it must teach students that

work preparation cannot be restrained to technical content

25

alone, but must also equip students with personal skills,

understanding organizational missions, cooperating with

workers, costumers, supervisors, and understanding and

adjusting to the organizational culture. Moreover,

Carnevale, Gainer, and Metzer (1990) argued that employers

look for workforces that are skilled with problem solving,

interpersonal skills and personal management as well as the

ability to conceptualize, organize, and verbalize thoughts.

Employers look for workers that are able to resolve

conflicts and to work in teams. All of these skills are

critical but often lacking. In addition, basic workplace

skills are of interest because of the rapid changes in

technology, participative management, just-in-time

production, and other workplace innovations have created a

demand for more flexibility, adaptability, and higher level

of skills from all workers, including those at the

nonsupervisory level (p. xiii). However, attitudes toward

work are the most desirable characteristics employers seek

in prospective employees, followed by the ability to

communicate (Paulson, 2001, p.42). while in his research

26

concerning the most important competencies from employers‘

perspectives, Parry (1998) found that time management,

listening, and problem-solving are the most important skills

that employer looking for. Moreover, Jackling and Sullivan

(2007) reported that the most important competencies

required by the employer, respectively, are: listening, oral

communication, questioning technique, resolving financial

problems, logical thinking, written communication,

presentation skills, quantitative skills, time management,

and awareness of social ethical problems. Students and

graduates lacking these competencies will not be able to

compete

and effectively participate in the labor market. Therefore,

according to Paulson (2001), studying competencies,

including employability skills, that can be provided by

postsecondary education to prepare graduates to successfully

enter today‘s performance-driven labor market should be one

of the highest priorities of career and technical education

and postsecondary educational policy makers (Paulson, 2001).

27

(Figueroa, 2010) in her attempt to find out the

employment status of Alternative College graduates of

University of Regina Carmeli from S.Y. to 2007 to 2010, in

her analysis the program provided positive impact on the

graduates. The college degree earned helped them to acquire

permanent status, gain promotion and earn higher salaries.

(Calata and Reyes, 2010) studied the employability of URC

Psychology graduates from 1998 to 2002. Results of their

findings revealed that psychology graduates had a hard time

looking for a job as indicated by the waiting time for

employment and the number of times applied for a job.

In another attempt, (Barundia and Caluscusin, 2010)

studied the status of English Languages in the employability

and productivity of URC graduates. Results of the study

indicated that the BSED, BEED and AB graduates from S.Y.

1995-1996 to 2001-2002 are achieving fairly well in

different English languages. Also, the graduates do not find

any difficulty in joining the world of work after

graduation.

28

THEORETICAL FRAMEWORK

The study draws theoretical support from the Human

Capital Theory. ( Swanson, 2001), defined the theory as an

investment in people, while Van Loo and Rocco (2004 ),

stated that it is an investment in skills and knowledge.

They opined that this investment is employed to enhance

knowledge and skills of employees in hopes of increasing

worker productivity. Higher education systems can increase

human capital by improving the skills of graduates ( Knight

and Yorke, 2003). ( Becker, 2003), posited that education

and training are the more important investments in Human

capital. Thus, proper education for employability includes a

balanced mixture of curricular and training workshop that

aims to develop knowledge, skills and self-awareness

alongside with external factors that influence successful

outcomes of ALS graduates.

Using the foregoing theory as framework, this study is

operationalized using the following paradigm.

29

Skills andCompetencies

Hypothesis of the Study

The graduates perceived factors influence their

employability and productivity

Alternative Hypothesis

The graduates perceived factors do not influence their

employability and productivity

Definition of Terms

The following terms are operationally defined to

facilitate the understanding of the entire study:

30

GraduatesEmployability and

ProductivityALS

PROGRAM

Related Factors

GraduatesSuggestion

Employability . It is the fitness or availability for

employment.

Alternative Learning Program. A parallel learning system

that provides a viable alternative to the existing formal

education instruction. It encompasses both the non-formal

and informal sources of knowledge and skills.

Productivity. It is the power to produce based on financial

returns, job satisfaction, promotion and the liked.

Labor Market. The nominal market in which workers find

paying work, employers find willing workers, and wage rates

are determined.

CHAPTER III

31

METHODS OF RESEARCH

This chapter presents the methods and techniques to be

used, population of the study, the research instrument,

collection and data gathering, the data processing and

statistical treatment in order to achieve the objectives of

the study.

Methods and Techniques of the Study

This study utilized the descriptive survey type of

research, Best(2004 ), defines descriptive research as it is

concerned with conditions or relationships that are evident

or trends that are developing. It is primarily concern with

the present although if often considers past events and

influences as they relate to current events. This study

tries to assess the employability and productivity of ALS

graduates for the past five school years. Also a

phenomenological approach is used to observe the experiences

32

of the graduates about the success they have achieved after

graduating in the ALS Program.

Population and Sample

The study is division wide in scope. Its main locale is the

Division of Mabalacat consisting of two districts both

offering an ALS Program. Participants are the ALS graduates

during School Year 2005-2006 to 2009-2010. They are taken

from two (2) districts, Mabalacat North and Mabalacat South.

Instruments

The major instrument to be used in gathering the data

is the questionnaire. The questionnaire will be supplemented

with unstructured interview. The researcher will use the

following tool in gathering the needed data to answer the

specific questions posed in the study:

1. Participant Assessment Descriptive Form. This part

of the questionnaire elicited information on the

participant-related profile. The description of their

profile included the following variables:

33

Data – Gathering Procedure

The researcher will prepare a letter addressed to the

Schools Division Superintendent, to request approval to

undertake the survey in the two (2) districts of Mabalacat

in the Division of Mabalacat.

Data Analysis

The data were organized and analyzed using the

following statistical techniques.

1. Frequency counts, percentage distribution, mean and

standard deviation to find out the employment status of the

ALS graduates.

2. Weighted Mean to describe the skills and competencies

learned in Alternative Learning System.

For Skills and Competencies Learned through ALS Program

34

Scale Value Descriptive Ratings

Range of the

Weighted Means

5 Very Important 4.51-

5.00

4 Important 3.51-

4.50

3 Moderately Important 2.51-3.50

2 Of Little Importance 1.51-

2.50

1 Not Important 1.00-

1.50

3. Weighted Mean to describe the productivity of the

graduates in terms of perceived readiness on the job

requirements.

Productivity of the graduates in terms of perceived

readiness on the job requirements

Scale Value Descriptive Ratings

Range of the

Weighted Means

5 Very Important 4.51-

5.00

35

4 Important 3.51-

4.50

3 Moderately Important 2.51-3.50

2 Of Little Importance 1.51-

2.50

1 Not Important 1.00-

1.50

4. Weighted Mean to describe the factors that influence

graduates’ productivity.

Productivity of the graduates in terms of perceived

readiness on the job requirements

Scale Value Descriptive Ratings

Range of the

Weighted Means

36

5 Very Important 4.51-

5.00

4 Important 3.51-

4.50

3 Moderately Important 2.51-3.50

2 Of Little Importance 1.51-

2.50

1 Not Important 1.00-

1.50

5. Qualitative analysis to discuss the phenomenon on

how ALS program improve their lives.

6. Qualitative analysis to determine the suggestions of

the graduates’ to enhance the program?

37

References

Abdin M. Sharif and Omer H. Ismail (2010), “Managing Time: AStudy Among Arab OpenUniversity”. Tutors In Kuwait Branch, CollegeTeaching Methods & Styles Journal 2010 Volume 6, Number 1

Employability of InternationalGraduates Educated inFinnishHigher Education Institutions 2011-2012 PublishedbyVALOA-projectCareer ServicesUniversity of Helsinki AuthorsHigher Education GroupSchool of ManagementUniversity ofTampereYuzhuo Cai, Yulia Shumilova,Elias PekkolaType of publication:Survey ISBN: ISBN number for onlineversion: ISBN 978-952-10-8152-1 (PDF)

AN ASSESSMENT OF THE EMPLOYABILITY SKILLS NEEDED BYGRADUATES IN THE COLLEGE OF AGRICULTURE, FOOD AND NATURALRESOURCES AT THE UNIVERSITY OF MISSOURI J. Shane Robinson, Assistant Professor Oklahoma State University Bryan L. Garton, Professor Universityof Missouri

A survey of factors determining the employability of scienceand technology graduates of polytechnics and universities inthe Nigerian labour market S. A. Adeyemo*, A. O. Ogunleye,C. O. Oke and S. O. Adenle Department of Science andTechnology Education, University of Lagos, Akoka-Yaba,Lagos, Lagos State, Nigeria.Accepted 24 June, 2010

Employability of Graduates: Role of SMES and AlternativeCurriculumIhab K. Magableh June 2010

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"Employability" through curriculum innovation and skillsdevelopment: a Portuguese case study by Eva Dias de Oliveiraand Isabel de Castro Guimarâes Faculty of Economics andManagement, Catholic University of Portugal, Portugal

AN EMPIRICAL INVESTIGATION OF WHETHER BUSINESS GRADUATESFROM AN OPEN LEARNING SYSTEM CAN MEET THE DEMAND OF THEPRIVATE SECTOR FOR QUALIFIED MANPOWER Dr. Jassim Al-FahhadAssistant professor Arab Open University, AOU KWB Faculty ofBusiness Studies Dr. Ahmad A. Alfadly Assistant professorArab Open University, AOU KWB Faculty of Business Studies

AOU.http://www.arabou.org.sa/index.php?option=com_k2&view=item&layout=item&id=30&It emid=124&lang=en

Ariyawansa R. G. and Perera M. A. N. R. M. (2005),Determinants of GraduatesEmployability, Paper presented at the 10th InternationalConference of Sri LankanStudies, University of Kelaniya, Sri Lanka

Kohler J. (2004). The Bologna Process and Employability: TheImpact of Employability on Curricular Development. A KeyObjective of Academic Studies and for Academic 81 Institutions, Conference, Bled/Slovenia, October 22nd, 2004.Retrieved from:http://www.aic.lv/bolona/Bologna/Bol_semin/Bled/041022_Kohler-sp.pdf

Employability in working life: Graduates’ expectations andpossibilities after graduation Airi Rovio‐Johansson andStefan Tengblad Gothenburg Research Institute (GRI), Schoolof Business. Economics and Law at Göteborg UniversityAiri.Rovio‐Johansson@gri.gu.se Stefan Tengblad@gri.gu.se

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Paper presented at the 19th Nordic Academy of ManagementConference,August 9‐11, Bergen, Norway.

Youth employability surveys in the Philippines:an integrative report ILO As ia-Paci f icWorking Paper Ser ies December 2009

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