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Youth Education Investment and Labor Market Outcomes in the PhilippinesSurvey Report

This report presents fi ndings from a survey in the Philippines on what shapes young people’s decisions about their education. The survey focused on students’ choice of track in senior high school—academic, technical-vocational and livelihood, sports, or arts and design—their choice of college course, and their occupational preferences and expectations. It was conducted by the Asian Development Bank in collaboration with the Philippine Department of Education. Its results highlight the most infl uential considerations and information sources for students and households. This report aims to help enhance career guidance programs and long-term labor market outcomes.

About the Asian Development Bank

ADB is committed to achieving a prosperous, inclusive, resilient, and sustainable Asia and the Pacifi c, while sustaining its e� orts to eradicate extreme poverty. Established in 1966, it is owned by 68 members—49 from the region. Its main instruments for helping its developing member countries are policy dialogue, loans, equity investments, guarantees, grants, and technical assistance.

About the Philippines Department of Education

DepEd’s mission is to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education. The department formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

ASIAN DEVELOPMENT BANK6 ADB Avenue, Mandaluyong City1550 Metro Manila, Philippineswww.adb.org

DEPARTMENT OF EDUCATIONDepEd Complex, Meralco Avenue, Pasig City1600 Metro Manila, Philippineswww.deped.gov.ph

YOUTH EDUCATION INVESTMENT AND LABOR MARKET OUTCOMES IN THE PHILIPPINESSURVEY REPORT

JULY 2019

Youth Education invEstmEnt and Labor markEt outcomEs in thE PhiLiPPinEsSurvey report

JuLy 2019

© 2019 Asian Development Bank Department of Education6 ADB Avenue, Mandaluyong City DepEd Complex, Meralco Avenue, Pasig City1550 Metro Manila, Philippines 1600 Metro Manila, PhilippinesTel +63 2 632 4444; Fax +63 2 636 2444 Tel +63 2 633 7206/636 6549; Fax +63 2 631 8494www.adb.org www.deped.gov.ph

Some rights reserved. Published in 2019.

ISBN 978-92-9261-686-1 (print), 978-92-9261-687-8 (electronic)Publication Stock No. TCS190267-2DOI: http://dx.doi.org/10.22617/TCS190267-2

The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent or the Department of Education of the Government of the Philippines (DepEd).

Neither ADB nor DepEd guarantee the accuracy of the data included in this publication and accept no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB nor DepEd in preference to others of a similar nature that are not mentioned.

By making any designation of or reference to a particular territory or geographic area, or by using the term “country” in this document, neither ADB nor DepEd intend to make any judgments as to the legal or other status of any territory or area.

This work is available under the Creative Commons Attribution-NonCommercial 3.0 IGO license (CC BY-NC 3.0 IGO) https://creativecommons.org/licenses/by-nc/3.0/igo/. By using the content of this publication, you agree to be bound by the terms of this license. For attribution, translations, adaptations, and permissions, please read the provisions and terms of use at https://www.adb.org/terms-use#openaccess.

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Please contact [email protected] if you have questions or comments with respect to content, or if you wish to obtain copyright permission for your intended use that does not fall within these terms, or for permission to use the ADB logo. Please contact DepEd directly for permission to use the DepEd logo.

Corrigenda to ADB publications may be found at http://www.adb.org/publications/corrigenda.

Notes: In this publication, “$” refers to United States dollars.ADB recognizes “Korea” as the Republic of Korea.

On the cover: Various initiatives and programs of the private and public sectors are geared toward supporting and empowering young people and improving their access to education.Cover photos by Ariel Javellana and Veejay Villaranca for ADB.

Creative Commons Attribution-NonCommercial 3.0 IGo license (CC By-NC 3.0 IGo)

iii

Contents

Tables, Figures, and Boxes ivForeword viiAcknowledgments viiiAbbreviations xExecutive Summary xi

I. Introduction 1II. Youth Education Investment and Labor Market Outcomes Survey 4 Overview 4 Survey Implementation 10III. Key Findings 14 Profile of Sample 14 Career Guidance 17 Choice of Senior High School Track 25 Choice of College Major 34 Occupational Preferences and Expectations 39 Other Findings 42IV. Summary 62 Insights from Currently Employed Adults 63 Considerations in Making Educational Investment 63

and Career Planning Decisions Primary Sources of Information When Making Educational Investment 64

and Career Planning Decisions Other Contextual Considerations and Resource Complementarity 64 Potential Areas for Future Research 65

Appendixes 1 School Questionnaire 66 2 Household Questionnaire 77 3 Student Questionnaire 99 4 Data Cleaning Steps Undertaken 117

References 119

iv

tables, Figures, and Boxes

Tables 1 Proportion of Schools Offering a Specific Type of Guidance Service 18 2 Proportion of Schools Citing a Specific Priority in Providing Guidance Programs 18 3 Proportion of Schools Citing a Specific Source of Career Guidance 19

Information Shared with Students, by School Type 4 Proportion of Household Members Citing Availability of Specific Information 21

while Choosing Career Path 5 Proportion of Household Members Indicating Preference to Have Had 24

Specific Information Available while Choosing Career Path, by Survey Area 6.a Preferred Track versus Track Likely to Be Taken Given Current Circumstances 30

in National Capital Region (Proportion of Grade 9 and 10 students) 6.b Preferred Track versus Track Likely to Be Taken Given Current Circumstances 30

in Ilocos Sur (Proportion of Grade 9 and 10 students) 6.c Preferred Track versus Track Likely to Be Taken Given Current Circumstances 31

in Eastern Samar (Proportion of Grade 9 and 10 students) 6.d Preferred Track versus Track Likely to Be Taken Given Current Circumstances 31

in Davao del Sur (Proportion of Grade 9 and 10 students) 7 Proportion of Parents Identifying a Specific Major Consideration 33

in the Choice of Child’s Track, by Survey Area 8 Proportion of Students Preferring a Specific Occupation by Age 30, 40

by School Type 9 Proportion of Households with Information on Potential Financial Aid 42

for Children in Senior High School, by Survey Area and Locality 10.a Proportion of Grade 9 Students Who Qualified for Educational Service 45

Contracting Program but Did Not Take It Up for a Specific Reason 10.b Proportion of Grade 10 Students Who Qualified for Educational Service 46

Contracting Program but Did Not Take It Up for a Specific Reason 11.a Proportion of Schools Citing Limited Funds for Facilities and Teaching Personnel 47

as a Main Reason Why School Does Not Offer a Specific Track or Strand, by Survey Area

11.b Proportion of Schools with Available Funding that Cite Difficulty Finding 47 Specialized Teaching Personnel as One of the Main Reasons for Not Offering a Specific Track or Strand, by School Type

11.c Proportion of Schools with Available Funding that Cite Difficulty Finding 48 Specialized Teaching Personnel as One of the Main Reasons for Not Offering a Specific Track or Strand, by Survey Area

12.a Proportion of Schools Citing a Specific Issue as a Major Constraint 50 for the School, by School Type

12.b Proportion of Schools Citing a Specific Issue as a Major Constraint 51 for the School, by Survey Area

13 Distribution of Transferees and Would-Be Transferees, 52 by Locality and School Type

14.a Proportion of Students Citing a Specific Reason for Transferring 53 from Another School, by Grade Level

vtables, Figures, and Boxes

14.b Proportion of Students Citing a Specific Reason for Transferring 53 from Another School, by Grade Level and School Type

14.c Proportion of Students Identifying Specific Reasons for Transferring 54 from Another School, by Grade Level and Locality

15.a Proportion of Students Identifying Specific Reasons for Transferring 55 to Another School, by Grade Level

15.b Proportion of Students Identifying Specific Reasons for Transferring 56 to Another School, by Grade Level and Locality

Figures 1 Components of Survey Instrument 10 2.a Profile of Sampled Schools, by Survey Area 14 2.b Number of Sampled Schools, by Survey Area and School Type 15 3.a Profile of Sampled Students, by Location 15 3.b Profile of Sampled Students, by Gender 15 4.a Profile of Sampled Households, by Income Bracket 16 4.b Profile of Sampled Households, by Educational Attainment 16 5 Profile of Sampled Households, by Work Status 17 6 Average Hours of Personalized Help Received by Students 19

from Career Guidance Counselors 7 Types of Information Received in Career Guidance, by School Type 20 8.a Proportion of Household Members Citing Availability 21

of “Labor Market Information” while Choosing Career Path, by Survey Area and Locality

8.b Proportion of Household Members Citing Availability of Information 22 on “Types of Occupations and Training That Fit Personal Interests” while Choosing Career Path, by Survey Area and Locality

8.c Proportion of Household Members Citing Availability of Information 23 on “Types of Occupations and Training That Fit Wage Preferences” while Choosing Career Path, by Survey Area and Locality

8.d Proportion of Household Members Citing Availability of Information 23 on “Types of Occupations and Training That Fit Skills” while Choosing Career Path, by Survey Area and Locality

8.e Proportion of Household Members Citing Availability of “Information 24 on Schools That Can Provide Quality Education Given Preferences” while Choosing Career Path, by Area and Locality

9.a Distribution of Students by Intended or Chosen Track and Survey Area 26 9.b Distribution of Students by Intended or Chosen Track and School Type 26 9.c Distribution of Students by Intended or Chosen Track and Locality 27 9.d Distribution of Students by Intended or Chosen Track, by Survey Area and Gender 27 10 Proportion of Students Identifying a Major Consideration for Choosing a Track, 28

by Survey Area 11.a Proportion of Students Citing a Specific Major Source of Information They Used 29

or Planned to Use in Choosing a Track, by Locality and Gender 11.b Proportion of Students Citing a Specific Major Source of Information They Used 29

or Planned to Use in Choosing a Track, by Survey Area 12 Students’ Preferred Track versus Parents’ or Guardians’ Preferred Track 32 13 Proportion of Parents Identifying a Specific Major Consideration 32

in the Choice of Child’s Track, by Locality

vi tables, Figures, and Boxes

14 Proportion of Students Identifying Specific Reasons for Not Proceeding 33 to Senior High School

15.a Proportion of Students Preferring Specific Courses, by School Type 34 15.b Proportion of Students Preferring Specific Courses, by Gender 35 16 Proportion of Students Identifying a Specific Major Consideration 35

for Choosing a College Major, by School Type 17 Proportion of Households Citing a Specific Source of Information 36

as One of the Three Major Sources of Information Used in Choosing Postsecondary Education

18 Proportion of Students Reporting They Will Be Able to Take Up 37 Preferred Course Given Current Circumstances

19 Proportion of Parents Expecting Their Children to Continue 38 on to Postsecondary Education, by Survey Area and Locality

20 Proportion of Parents Citing a Specific Factor for Their Children Not Continuing 39 with Postsecondary Education, by Locality

21 Proportion of Parents Identifying a Specific Type of Work That They Expect 41 Their Child to Do in Adulthood, by Locality

22 Proportion of High School Students Who Are Voucher Recipients, by Survey Area 43 23 Proportion of Students in Private High Schools Who Are Educational Service 44

Contracting Program Grantees, by Survey Area 24.a Proportion of Public Schools Citing Limited Demand from Students 49

as One of the Main Reasons Why School Does Not Offer a Specific Track or Strand

24.b Proportion of Private Schools Citing Limited Demand from Students 49 as One of the Main Reasons Why School Does Not Offer a Specific Track or Strand

25 Distribution of Transferees and Would-Be Transferees for Each Grade Level 52 26 Proportion of Households Reporting That an Unexpected Event 57

Affected Education-Related Decisions, by Survey Area 27 Proportion of Households Reporting That an Unexpected Event 57

Will Still Affect Education-Related Decisions in the Following Year 28 Households’ Assessment of Usefulness of Formal Education 58

in Current Primary Work 29 Proportion of Workers Who Think Their Educational Attainment Exceeds 59

the Minimum Required for Their Current Job, by Survey Area and Locality 30 Proportion of Workers Who Think Their Educational Attainment 59

Is Below the Minimum Level for Their Current Job, by Survey Area 31 Proportion of Workers Citing That Their Current Work Is Their Desired Career, 60

by Survey Area 32 Proportion of Workers Citing That Their Current Work Is Their Desired Career, 60

by Area and Highest Educational Attainment 33 Proportion of Workers Citing That Their Current Work Is Their Desired Career, 61

by Income Quintile

Boxes 1 Basic Education System and Career Guidance Programs 4 2 National Career Assessment Examination 12

vii

Foreword

The implementation of the K to 12 Basic Education Program in the Philippines aims to ensure that students are well prepared for tertiary education, skills development, employment, and entrepreneurship. The accompanying senior high school program requires students and their families to make a new series of decisions about education and potential career investments within the basic education system. These educational decisions may ultimately affect students’ long-term labor market prospects and, as such, their consequences need to be understood so that appropriate policies and initiatives can be designed to optimize outcomes.

To understand the factors that shape decisions about youth education and career expectations, the Asian Development Bank (ADB), in partnership with the Department of Education of the Philippines, implemented the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS) in 2017. The survey gathered data from 238 schools; 3,172 junior and senior high school students; and 2,819 households randomly selected in the National Capital Region as well as provinces of Ilocos Sur, Eastern Samar, and Davao del Sur.

The YEILMOS builds on ADB’s efforts to understand and bridge the information gaps that can limit gains from education investments. Insights into systematic information collection, management, and use for better education outcomes—initially published in a special chapter of ADB’s Key Indicators for Asia and the Pacific 2015—particularly guided the design of the YEILMOS. This report summarizes the survey methodology, results, experiences, and other insights drawn from the 2-year survey implementation.

Key findings from the YEILMOS point to family members, particularly parents and guardians, as being the major source of information used by students when making education and career investment decisions. Hence, when providing career guidance information, it is important for educational institutions and other relevant government agencies to target not only students but also parents and guardians. In addition to providing advice on the types of jobs that align with students’ interests and skills, it is important that career guidance programs share information about the costs of different educational programs, access to financial support and employment opportunities. Such information can give students a better understanding of the types of jobs demanded by the labor market, allowing them to adjust their expectations about the courses and careers that fit their interests, capabilities, and employment preferences.

The YEILMOS is intended as a first step toward producing baseline statistics on how educational decisions are made and how these decisions affect labor market outcomes. As the survey was created to contribute to education policy in the Philippines, advocates and policymakers can examine the data and use findings of this report to better align education decisions and investments with desired labor market outcomes.

Yasuyuki SawadaChief Economist and Director GeneralEconomic Research and Regional Cooperation DepartmentAsian Development Bank

viii

Acknowledgments

This study was conducted by the Economic Research and Regional Cooperation Department of the Asian Development Bank. The project team was led by Arturo Martinez Jr. under the overall direction of Rana Hasan. Natalie Chun conceptualized the Youth Education Investment and Labor Market Outcomes Survey, while Arturo Martinez, Jr. and Lakshman Nagraj Rao led the implementation of the survey, analysis of the results, and preparation of this report. The project team members, which include Glenita Amoranto, Lilac Florentino, and Jude Roque, worked very closely with the Department of Education of the Philippines in implementing all stages of the survey under the leadership of Secretary Leonor Briones and close guidance of Undersecretary for Planning, Field Operations, and Human Resources and Organizational Development Jesus Mateo.

Lovelaine Basillote provided input to the survey design, ensuring that the modules captured the factors that students and households take into account when making educational investment and career-planning decisions, as well as accounting for other realities in the families’ macroeconomic environment that impact the decision-making process. The project design and implementation also immensely benefitted from a series of technical discussions with Roger Masapol, Ella Naliponguit, Jose Ramon Albert, Elvin Uy, Ma. Lourdes Pantoja, Marieta Atienza, Mariel Bayangos, Ma. Victoria Necessito, Ruby Ann Manalo, Anne Caresse Sia Pua, Evelyn Relor, Reuben dela Cruz, Kennedy Gallardo, Emiljohn Sentillas, and Michael Manangu. Marietta Atienza and Dennis Gale Merlin extended administrative support in the development of the sampling frame.

Smart Research Services, Inc., led by Waldomar Canales, collected data. Lynette Perez and Lovelaine Basillote gave invaluable help during the training of survey team leaders and enumerators. Real-Time Analytics, headed by Le Dang Trung, provided innovative input in the development of the computer-assisted personal interviewing survey as well as the construction of a digital database used in real-time monitoring of the survey operations. Participants in the survey results’ dissemination forum also provided input that was used in finalizing this report.

In addition to project team members, Lovelaine Basillote contributed significantly to the preparation of this publication. Donna Lampa provided editing services, ensuring coherence and consistency. Paul Dent conducted manuscript editing, while Hammed Bolotaolo copyedited and Layla Yasmin Amar proofread the report. Ma. Roselia Babalo, Aileen Gatson, Karen Firshan, Ephraim Cuya, Raymond Adofina, Jan Arvin Lapuz, Ron Durante, Marymell Martillan, Lea Rotairo, Madeline Dumaua-Cabauatan, and Katrina Miradora provided administrative support in the conduct of survey-related activities.

Rhommel Rico conceptualized the cover design, and Principe Nicdao typeset the report. The publishing team within the bank’s Department of Communications performed overall compliance checks, while the Logistics Management Unit of the Office of Administrative Services facilitated the timely printing of the publication. We also thank Maricris Tobias, Joseph Albert Niño Bulan, and Oth Marulou Gagni for their assistance on other administrative matters.

ixAcknowledgments

We thank Kathleen Farrin, Elisabetta Gentile, Lynette Perez, Tania Rajadel, and Ye Xu for their technical advice and detailed reviews throughout the study, and Emily Beam, Alex Eble, Arnulfo Empleo, Glenda Granadozin, and Hessel Oosterbeek for their inputs on other research areas that could be pursued based on the key findings of the study.

Finally, sincere thanks must go to the Department of Education staff, school heads, and administrators for their invaluable support during the field operations. And, of course, we are very grateful to all students and parents who participated in the survey.

Kaushal JoshiOfficer-in-Charge and Principal StatisticianStatistics and Data Innovation Unit

x

Abbreviations

ABM accountancy, business, and managementADB Asian Development BankCGP career guidance programDepEd Department of EducationESC educational service contractingGAS general academic strandGDP gross domestic product HUMSS humanities and social sciencesICT information and communication technologyNCR National Capital RegionSHS senior high schoolSTEM science, technology, engineering, and mathematicsTVL technical-vocational and livelihoodYEILMOS Youth Education Investment and Labor Market Outcomes Survey

xi

executive Summary

The adoption and implementation by the Philippines of the K to 12 Basic Education Program includes extending basic education beyond kindergarten from 10 years to 12 years. This move has ushered in a number of educational reforms, one of which is the introduction of senior high school (SHS). Whereas the country’s previous high school system prepared Filipino students primarily to pursue certificate or diploma courses or degree programs after high school, the introduction of SHS is meant to produce graduates equipped not only for postsecondary education but also for work and entrepreneurship, should this be their desired path after graduation.

SHS students go through a core curriculum and take specialized subjects under one of four tracks: academic, technical-vocational and livelihood (TVL), sports, or arts and design. Choosing from these tracks means that, 2 years before finishing high school, students and their families must make additional decisions about educational investment and career planning. As such, it becomes necessary to explore how such decisions, which can affect long-term labor market outcomes, are made. It means determining what types of information households and students use in decision-making, and finding out which information sources have the most influence and are most used.

The Asian Development Bank and the Department of Education of the Philippines conducted the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS) to fill this knowledge gap. The survey was conducted in 2017 to collect baseline data on factors that influence young people’s education investment decisions and career expectations. It was designed to inform refinements to the SHS career guidance program (CGP). It aims to lay the foundation for a follow-up survey that will help assess the impact of education and career choices and investments on labor market outcomes.

To ensure the representation of major island groups and metropolitan centers, the YEILMOS was conducted across four areas: Ilocos Sur for Luzon, Eastern Samar for Visayas, Davao del Sur for Mindanao, and the National Capital Region (NCR). Schools that offered grades 9–11 were randomly drawn from the Enhanced Basic Education Information System and Learner Information System, and were further stratified by type of school (i.e., public or private). A total of 238 schools took part in the study, from which 3,172 students stratified by grade and gender were interviewed. As part of the survey, 2,819 parents or guardians of respondent students were also interviewed.

Key findings from the survey were as follows:

Career guidance programs. CGPs in public and private schools generally gave priority to helping students identify which SHS track to take, rather than providing information and assistance on financial aid options. Students reported receiving information that mainly focused on the types of occupations and training that matched their interests and skills (i.e., what they like, what they can do, what values they have) as well as data on which schools best aligned with their career choices and could provide quality education.

xii executive Summary

CGPs varied depending on the type and setting of the schools. Private and urban schools tended to offer, and gave priority to, career guidance activities and information that provided enhanced industry access and significant financial and technical resources.

Choice of senior high school track. The academic track was the predominant choice for both students and parents. Moreover, the majority of students who indicated a preference for the non-academic tracks (TVL, sports, or arts and design) had parents who reportedly preferred that their children take up the academic track instead. This is noteworthy because family members, especially parents, ranked the highest among the sources of information students use when choosing a track. Peers, relatives, and teachers followed, while guidance counselors ranked low when students were asked to identify major sources influencing their choice of SHS track.

Students reported that their track preferences were based primarily on their interest in the field and personal strengths and/or skills, which are same factors cited by parents as influencing their track preferences for their children. Interestingly, fewer than 10% of students reported costs and financial considerations as basis in choosing the SHS track they prefer to take.

Choice of college major. About 85% of student respondents expected to go to college and to take courses in personal services, engineering and engineering trades, teacher training and education science, and health. Students from private schools preferred professional college majors (health, engineering, business administration, law, and computing), while public school students preferred degrees related to teacher training and security services.

Interest in the career field and personal strengths and/or skills were important factors that students considered when choosing both the SHS track and college major. However, they rarely factored in costs of schooling and financial concerns when selecting their college major. Students and their parents also assessed employment prospects and wage considerations before making a choice.

Even when choosing a college major, social circles remained the main source of information for students. Parents, peers, and relatives rank highest in terms of information sources most used, while guidance counselors rank the lowest.

Occupational preferences and expectations. Most students preferred to be working as professionals by age 30, and their parents shared this expectation. Parents also preferred their child to work in the city and expected their monthly salary to be in the ₱20,000–₱30,000 range as a minimum.

Other findings. Although more than half of the surveyed private school students received tuition subsidies, very few parents reported awareness of financial assistance programs and a majority cited financial limitation as the primary factor for not sending their children to postsecondary school. Many parents also under- or over-estimated the cost of postsecondary education.

Schools cited lack of funds, personnel, and student demand as the main reasons for not offering particular tracks, especially the more resource-intensive courses such as (i) science, technology, engineering, and mathematics (STEM) (often requiring laboratories); and (ii) TVL (often requiring specialist equipment, facilities, and consumables). Public schools mainly cited lack of funds and specialized teaching personnel as being the inhibitors to offering some tracks, while private schools mainly cited lack of student demand.

xiiiexecutive Summary

Many of the students who were either planning to transfer, or had recently transferred, to a different school for senior high were in the 11th grade, lived in highly urbanized areas (the National Capital Region and Davao del Sur), and/or studied in private schools. These students had common reason for their recent or planned transfer: they wanted to enroll in a school that offered their preferred SHS track and had better educational facilities.

About 65% of the employed adults (who resided in the same households as the surveyed students) found their formal education useful in their current employment, and nearly half of these respondents reported being overqualified for their present job.

Based on these findings, the study puts forward some program and policy implications that could serve as input to the refinement of the CGPs for SHS. These include the following:

(i) The current CGP highlight personal attributes and interests to guide students in their choice of SHS track. It might also be useful to emphasize possible postsecondary outcomes (mainly tertiary education and/or employment) and available financial assistance programs. Doing so may provide a more holistic and comprehensive basis for good career choices.

(ii) Because career guidance activities require significant resources and access to employers or economic activities, they tend to be more available in private and urban schools. Education policymakers could explore programs to ensure that all students, especially those in rural and remote areas, have equitable access to career guidance activities, regardless of school type or location.

(iii) Immediate family and social circles are frequently cited by students and parents as the main source of information when making career choices. The influence of relatives and peers might therefore be more properly harnessed by factoring it into career guidance activities. Some CGP modules may be refined to facilitate parent–child discussions on important considerations when choosing an SHS track or college major. To bridge current information gaps, initiatives could also be developed to inform parents of actual college costs and assist them in applying for financial assistance.

(iv) Since some students who are inclined to choose nonacademic tracks might find themselves in conflict with the preferences of their parents, CGPs could be refined to provide adequate, updated, and timely information on potential labor market outcomes and corresponding competency requirements. Such information could work to assure students and parents of the viability of all tracks and postsecondary options.

1

IIntroduction

The Philippines, a country of over 100 million people, has experienced significant economic growth during the second decade of the new millennium. With growth in gross domestic product (GDP) averaging 6.2% from 2010 to 2015, it is considered one of the fastest growing economies in Asia (NEDA 2017). This growth has been attributed to sound economic fundamentals, increased investor confidence, rising domestic consumption, and improved foreign remittances. The country’s relatively young population and growing workforce are also projected to give the Philippines a demographic dividend in the coming years.

To sustain the country’s growth and continually increase its competitiveness, it is important that concerning youth unemployment and underemployment are addressed.1 People aged 15–24 years comprise half of the total unemployed in the Philippines, and the country’s youth unemployment rate of 18.3% in 2016 was substantially higher than the Association of Southeast Asian Nations average of 12% (PSA 2016).2 The Asian Development Bank (ADB) has drawn estimates from the Philippines Labor Force Survey (1991–2008) and the longitudinal database constructed from a survey of 500 households in Metro Manila and Cebu, two highly urbanized areas in the country, indicate that in 2013, one in four youth aged 15–24 was not in employment, education, or training (ADB 2018). It is also estimated that one in every six employed Filipinos hopes to work more hours.

These figures may indicate a mismatch between the supply of skills and available job opportunities in the Philippines. The lack of decent work and good-quality jobs drives up competition for employment and places youth at high risk of unemployment or underemployment. At the same time, there are concerns about the quality of education in the country. Employers in information technology, business process management, and other services sector generally hire more than half of the country’s young and/or new entrants to the labor market. These employers report a hiring rate of only 7%-8%, citing the lack of qualified skills as the main challenge in hiring (ITBPAP 2016).

Although obtaining education and training does not guarantee viable employment, policy initiatives in education access and quality remain important because studies show that number of years of schooling is positively correlated with potential wages and negatively correlated with risk of poverty. The World Bank estimates that in the Philippines, wage workers with a secondary education have an in-work poverty risk of 10%, while it is negligible for those with a tertiary degree (World Bank 2016). Moreover, the quality of education and training is positively correlated with GDP per capita growth. Countries with significant knowledge capital as evidenced by high scores in international standardized exams such as the Programme for International Student Assessment (PISA) also have high per capita income (Hanushek and Peterson 2014).

Investments targeted to increase education access and quality have thus been made in recent years. In line with global commitments and international standards, government spending on

1 The United Nations defines “youth” as persons between the ages of 15 and 24 years.2 Philippine Statistics Authority. 2016. Annual Labor and Employment Estimates. Metro Manila.

youth education Investment and Labor Market outcomes in the philippines2

education as a percentage of GDP rose to 2.9% in 2016, up from 2.6% in 2015 and 2.4% in 2014 (Briones 2016). Additional resources for more classrooms, better teachers, and improved learning materials have also been allocated.

Moreover, the country adopted the K to 12 Basic Education Program, which covers kindergarten and 12 years of basic education. The introduction of senior high school (SHS) through the K to 12 Basic Education Program ushered in a lot of educational reforms specific to postsecondary outcomes and curriculum. Whereas the previous high school system prepared Filipino students primarily to pursue certificate or diploma courses or degree programs after 4 years in high school, the K to 12 Program is designed for preparedness for other desired postsecondary paths like employment and entrepreneurship. SHS students need to go through a core curriculum as well as take specialized subjects under one of four tracks on offer: academic, technical-vocational and livelihood (TVL), sports, and arts and design. Two of the four tracks—academic and TVL—are further divided into strands from which SHS students would also need to choose.3

Various mechanisms to provide financial support have been put in place to ensure that education is accessible even for the economically challenged segments of the population. For instance, the conditional cash transfer program called the Pantawid Pamilyang Pilipino Program was also implemented to encourage low-income families to send their children to school and keep them there, while a voucher program to subsidize SHS education in private schools has likewise helped widen access to education. To help students and their families make informed education and career decisions, the Philippines’ Department of Education (DepEd) has also recently rolled out SHS career guidance programs (CGPs).

Such initiatives have led to significant improvements in school participation, with more youth of school-going age enrolling and fewer dropping out (Albert 2016). Enrollment in grade 11 is also significantly higher than the average enrollment in college after grade 10 in the previous system, with around 1.5 million enrolled grade 11 students for the academic year 2016–2017 versus the college enrollment of approximately 600,000 before the implementation of the new system (DepEd 2018).

The challenge now is to get enrolled students to find education meaningful and beneficial so that they complete their schooling, as lack of interest is often cited as the main reason for dropping out of school. As seen in other country contexts, this could mean that students either disengage from the learning content or underestimate the benefits of education to their future (Bonilla, Bottan, and Ham 2016).4 If the students disengage from the learning content, policies that try to understand and improve student motivation and facilitate transitions between education levels would need to be explored. If the students underestimate the benefits of education, research and policies that provide information on actual labor market outcomes could be considered to empower students and households to adjust their education investment and career planning based on more realistic post-education expectations. Either way, given scarce resources, evidence on education quality and relevance needs to be bolstered to better optimize future policy initiatives.

Raising the quality of education requires a commitment to evidence-based policy decisions and accountability. It means promoting financial efficiency that delivers better skill outcomes

3 DepEd. Senior High School. http://www.deped.gov.ph/k-to-12/faq/senior-high-school.4 L. Bonilla, N. Bottan, and A. Ham. 2016. Information Policies and Higher Education Choices: Experimental Evidence

from Colombia. http://www.cedlas-er.org/sites/default/files/aux_files/ham.pdf.

Introduction 3

per dollar of public investment, expanding educational delivery and access, and generating conditions for learning on the job (ADB 2015). In the context of the SHS program, choosing from the available tracks means that, 2 years before finishing high school, students and their families must make new and additional decisions about educational investment and career planning. It therefore becomes necessary to explore how such decisions, which can affect long-term labor market outcomes, are made. It means determining what types of information households and students use in decision-making, and finding out which information sources have the most influence and are most often used.

To help fill these knowledge gaps, ADB partnered with DepEd and conducted the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS) in the Philippines. Designed to gather vital information pertaining to educational investments and expected labor market outcomes, the survey collected baseline data on factors that influence youth education investment decisions and career expectations. The YEILMOS is intended to complement ongoing efforts by the Government of the Philippines to enhance the country’s education system and labor market, specifically through the use of CGPs. In particular, the YEILMOS was designed to address the following research questions:

• What factors do students and their families take into account when making educational investment and career planning decisions?

• What are their primary sources of information when making such decisions?• What other realities in their macroeconomic environment impact on decision-making

around educational investment and career planning?

4

IIyouth education Investment and Labor Market outcomes Survey

overviewBox 1 presents a background on the basic education system in the Philippines, including the newly implemented K to 12 Basic Education Program and CGPs. Under the K to 12 Basic Education Program, families need to make additional education decisions within the basic education system as students move from junior high school to SHS, and from SHS to postsecondary education. They need to choose which SHS track and strand to take, whether to transfer from public to private schools or vice versa, and whether to seek employment or take up postsecondary education after graduating from SHS.

Box 1: Basic Education System and Career Guidance Programs

The Enhanced Basic Education Act of 2013 mandated the implementation of the K to 12 Basic Education Program in the Philippines. The K to 12 Basic Education Program involves 1 year of kindergarten followed by 12 years of compulsory basic education—6 years of primary education, 4 years of junior high school education, and 2 years of senior high school (SHS) education.

Figure: Basic Education System in the Philippines

employment

Senior High School 2 Years

Junior High School 4 Years

primary education 6 Years

Kindergarten 1 Year

entrepeneurshipMiddle-Level Skills

DevelopmentHigher education

Compulsory Education Options after completing Upper Secondary EducationPossible Pathways

Source: Youth Education Investment and Labor Market Outcomes Survey research team.

continued on next page

youth education Investment and Labor Market outcomes Survey 5

Prior to the implementation of the K to 12 Basic Education Program, high school in the Philippines entailed just 4 years of education. After high school, graduates were able to pursue 2 years of vocational education or 4 to 6 years of tertiary education under bachelors’ programs. Estimates from the Annual Poverty Indicators Survey suggest that, among youths aged 15-19 years in 2014, 33% were studying in high school (of whom, 5% were studying in high school while working), less than 2% were taking certificate or technical vocational courses, and about 29% were in college (of whom , 4% were studying in college while working).

Data collected from the Annual Poverty Indicator Survey also show that 21% of youths aged 15-19 in 2014 were working (and not studying), and 15% were neither studying nor working. There is also evidence suggesting that a significant number of those who graduated through the old high school system do not possess the skills needed to enter and become productive members of the labor force.

Working with the Commission on Higher Education and Technical Education and Skills Development Authority, the Philippines’ Department of Education (DepEd) enhanced the basic education curriculum to ensure global competitiveness of the Filipino graduates. This entailed incorporating into the basic education curriculum some of the general education subjects that were originally taught in college.

SHSs retain mathematics, science, and language as core subjects, but students are able to pursue a degree of specialization thanks to the four educational tracks offered in SHS: academic, technical-vocational and livelihood (TVL), sports, or arts and design. Two tracks are further divided into strands as shown in the table below. For the academic track, there are four strands available: accountancy, business, and management; science, technology, engineering, and mathematics; humanities and social sciences; and a general academic strand. For the TVL track, the four strands available are home economics, information and communication technology, agri-fishery arts, and industrial arts. In general, the academic track is designed for students who wish to advance to specialized fields in college, while TVL courses aim to increase the students’ chances of moving directly to employment in decent jobs.

Prior to the implementation of the K to 12 Basic Education Program, decisions about career planning were mostly made after completing the basic education program. The introduction of SHS, however, prompts students and their families to start making such decisions while still in the basic education system.

Table B1.1: Senior High School Track and Strand Offerings

Track Strand Sample Subjects

Academic Accountancy, business, and management Business Finance, Principles ofMarketing

Science, technology, engineering, and mathematics

Basic Calculus,General Chemistry 1

Humanities and social sciences Creative Writing,Philippines Politics and Governance

General academic strand Social Science 1,Applied Economics

Pre-baccalaureate maritime Introduction to Maritime Career; Empowerment Technologies; Inquiries, Investigations, and Immersion

Technical-Vocational and Livelihood (TVL)

Home economics Food and Beverage Services (National Certificate [NC] II), Wellness Massage (NC II)

Box 1 continued



Track Strand Sample Subjects

Information and communication technology

Animation (NC II), Contact Center Services (NC II)

Agri-fishery arts Animal Production (NC II),Crop Production (NC I)

Industrial arts Consumer Electronics Servicing (NC II), Electrical Installation and Maintenance (NC II)

Sports Human Movement,Sports Officiating, Activity Management

Arts and Design Developing Filipino Identity in the Arts,Leadership and Management inDifferent Arts Fields

Career guidance and counseling programs. As part of the transition made to the K to 12 Basic Education Program, the Government of the Philippines has worked to strengthen DepEd’s CGPs. Working with the Department of Labor and Employment (DOLE), the Technical Education and Skills Development Authority, and the Commission on Higher Education, DepEd regularly conducts career advocacy activities for students at the secondary level.

Some of the key practices of CGPs include the general orientation of students during the start of classes in Grade 7, the administration of the high school occupational interest inventory in Grade 8, and the administration of the National Career Assessment Examination in Grade 9. DepEd’s comprehensive guidance program also carries out career action plans and, toward the end of both junior high school and SHS, provides information and counseling to help secondary education students make career decision of students. DepEd teachers, tagged as teacher advocates, augment the need for licensed career and employment guidance counselors in public high schools. Each teacher advocate is trained to conduct career advocacy activities to high school students to ensure a comprehensive and extensive implementation of the school’s CGP.

DepEd’s CGPs for SHS are oriented toward helping students with their choice of tracks and career planning as shown in the table below. Regional administrators are then tasked to operationalize these modules and train their guidance counselors and advocates for in-school implementation.

Table B1.2: Main Objectives of Senior High School Career Guidance Programs

Grade Objectives Modules

10 (i) Assist senior high school (SHS) entrants in making informed decisions regarding their choice of SHS track

(ii) Promote awareness in the importance of choosing a track that suits their skills and interests, and matches the available resources and needs of the society

1. Embarking on a Journey of Self-Awareness2. Examining the Destinations3. Charting Your Own Course



Box 1 continued


Grade Objectives Modules

11 (i) Apply decision-making skills to career-planning course selection and career transitions

(ii) Realize that the changing workplace requires lifelong learning and acquiring new skills

1. Road to the Right Choice2. Releasing the Power Within3. Reaffirming the Chosen Track4. Fit Me Right5. Rising Toward the Reality of My Dreams6. Up, Up in the Ladder of My Career7. Beginning the Journey Where I Am8. I Plan to Succeed

Sources: Government of the Philippines, Department of Education. 2017. Implementation of Grade 11 Career Guidance Program for School Year 2017–2018. http://www.deped.gov.ph/2017/10/18/october-18-2017-dm-165-s-2017-implementation-of-grade-11-career-guidance-program-for-school-year-2017-2018/; Government of the Philippines, Department of Education. 2015. Senior High School Career Guidance Program and Early Registration. http://www.deped.gov.ph/wp-content/uploads/2015/08/DO_s2015_41.pdf.

Department of Labor and Employment’s career guidance programs. In addition to CGPs provided through schools, private institutions and government agencies also provide career-related information to students. DOLE’s career guidance and employment coaching is one of the notable programs of the government. It is implemented by the Bureau of Local Employment in the country’s geographic regions, targeting high school and college students. It is conducted in partnership with public employment service offices, a local government office, and school-based guidance counselor networks in the form of workshops and seminars that provide students with labor market information. The seminars are designed to help students make career choices based on labor market needs, rather than on what might be popular, thereby increasing the chances of finding a good job after graduation.

For these seminars, DOLE has developed two modules that offer complementary perspectives: the Career Guide for High School Students and the Employment Guide for College Students and Jobseekers. Since these career workshops are often conducted by local government representatives and school teachers, rather than trained career specialists or licensed guidance counselors, the modules provide a consistent approach to effective career planning and employment coaching for students who are about to graduate.

Box 1 continued

Table B1.2 continued

The expansion of student and household educational decisions under the K to 12 Basic Education Program brings about the need for data that could be used to further refine policy initiatives such as CGPs for SHS. Refinements to CGPs could keep families from making misinformed decisions that result in long-term adverse impacts on education investments and labor market outcomes.

When looking at optimized decision-making in education, an economic theory of demand and supply could be of guidance. The decisions of the parents and students on the type and quantity of educational investments will depend on their perceived returns to education. In other words, the higher the perceived returns are to schooling, the more inclined the parents and students are to invest in education. Increased demand for education could theoretically lead to increased supply, all else equal. However, the quantity and quality of supply could also constrain demand, as the availability of quality educational choices might hinder access to education. Decision-making


could thus be informed by a better understanding of education demand and supply, and the perceived returns to educational investments.5

Some nuances need to be taken into account, however, as students in urban and rural areas face different challenges when making crucial educational decisions. The wider access to information and range of choices that living in an urban area affords a student could make the decision-making process more complex. Social stratification also becomes an issue because poor students in urban areas face additional cost implications of access to good education as well as information acquisition. For students in rural areas, the issue is the lack of information and educational options due to location. Even with the right information, the distance of good schools from a student’s hometown could be a limiting factor.

While quality surveys on the labor market in the Philippines exist,6 there remains limited evidence on how educational decisions that could affect career expectations are made. The Asian Development Bank (ADB) aimed to address this research gap by partnering with the Department of Education (DepEd) to conduct the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS). Students, households, and school heads were interviewed to gather baseline data on factors that influence youth’s education-related choices and investments such as socioeconomic and family background, information about and expectation of available jobs and wage returns, credit or financial constraints, school services and availability of financial aid, and other behavioral factors (e.g., risk aversion).

Students were asked questions on formal schooling, postsecondary education, CGP, internship, career plans, and parent involvement in education. Questions on formal schooling revolved around students’ access to quality education. For example, questions on whether a student has access to financial aid, advanced classes and preferred SHS tracks, one-on-one career counseling, and computers and online connectivity were asked. This is because the availability of institutional support could lower barriers to entry, increase student integration, and positively affect a student’s decision to persist in school and pursue further education (Jensen 2011).

An understanding of the demand for education is important in determining policies for future education investments. As such, questions regarding postsecondary education, personal and parental career preferences, expectations, and the likelihood of pursuing education beyond high school were raised. Students were also asked about the usefulness of DepEd’s current CGPs for SHS and their modes of information delivery. Since exposure to the workplace may also impact educational investments and career planning, data on internship and on-the-job training experiences, if any, were likewise collected. Finally, because the likelihood of persisting in school and transitioning to higher education increases with higher levels of parental involvement, students were also asked about the frequency with which parents look at report cards, discuss educational experiences, and participate in school activities and meetings.

5 An interesting discussion on economic theory as guide to education supply and demand policies can be found in A. Banerjee et al. 2013. Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence. J-PAL Post-Primary Education Initiative Review Paper. Boston, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL). pp. 5–8.

6 For some examples, see the World Bank’s Skills Toward Employment and Productivity Survey and the International Labour Organization’s School-to-Work Transition Survey.


In countries like the Philippines where families face additional costs to education and limited access to credit, parents play a big role in decision-making and calculating the returns to education, albeit this role decreases as the learner grows older (Banerjee et al. 2013). Therefore, households were asked about socioeconomic status, formal schools and types of training received, unexpected events recently experienced, educational requirement for current occupation, types and sources of information obtained on career prospects, parent involvement in children’s education, and career expectations.

Details about socioeconomic status and educational attainment were gathered because parental level of education and income are positively correlated with education investments (Asad, Iqbal, and Tasneem 2015). As education levels go up, incomes become more stable and education is given more priority. In a study by the Philippine Institute for Development Studies, those in the fifth income quintile are four times more likely than those in the bottom quintile to have attained higher education (Albert, Dumagan, and Martinez 2015). Parents were also asked about unexpected events that could negatively impact educational investments, such as natural disasters that could cause significant credit constraints that lead parents to pull their children out of school. The state of a family’s housing and access to clean water and sanitation were also explored given the difficulty for families with informal housing to provide a clean and comfortable environment for their children and to sustain their education due to continued risk of eviction.7 To validate students’ responses to parental involvement, similar questions on parent participation in school-related activities were asked of parents and guardians.

Given the positive correlation between quality and availability of education and student persistence and informed career planning, suggested by Watts and Fretwell in 2004, school heads were asked about available school resources, staffing specific to career guidance and counseling, and types of information provided through CGPs. Data on the number of teaching and nonteaching staff as well as the qualifications of teaching personnel were collected. Because school and teacher quality and governance have an impact on good student outcomes,8 particularly in terms of enrollment, persistence, and postsecondary outcomes, questions on how often the curriculum is updated and the level of autonomy school administrators have to hire personnel, make curricular decisions, and acquire facilities were also asked. School administrators were also asked about mechanisms in place to facilitate the involvement of parents, which could increase student outcomes, to consolidate information from students and households (Kremer, Brannen, and Glennerster 2013). Lastly, school heads provided information on their school’s CGP to validate if what is being offered by the schools is similar to the experiences of student respondents.

Ultimately, the YEILMOS aims to inform policy and program initiatives intended to help students and households make informed educational decisions and career plans. In particular, ADB hopes that the survey results could be used in refining the design of the CGPs for SHS, a worthwhile initiative given the potential of these programs to reduce socioeconomic stratification in, and maximize the benefits of education decisions and investments.

7 In Kenya, a deworming program significantly increased enrollment, probability of passing primary leavers exam, and adult wages. Kremer and Holla (2009) and Baird et al. (2012), p. 34.

8 A discussion on existing evidence may be found in A. Banerjee et al. Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence. J-PAL Post-Primary Education Initiative Review Paper. Boston, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL), pp. 39–45


Survey Implementation Survey instrument. The staff of ADB’s Economic Research and Regional Cooperation Department, in coordination with the staff from DepEd’s Policy Research and Development Division, developed the draft questionnaires. Inputs from other education experts within ADB and DepEd were incorporated in the design of the survey instrument. Key components of the questionnaire are identified in Figure 1.

The survey instruments were pilot tested to ensure that the survey is detailed enough to answer and understand the key factors affecting educational investments and decisions, and concise enough to encourage school principals, head teachers, students, and households to participate in the survey. The inputs from the pilot test were used to refine the questions for clarity and to develop guidelines for the training of enumerators.

Survey design. The sampling strategy is informed by key questions, costs available to administer the survey, and targeted population. While there is interest in making the sample nationally representative, the survey was rolled out only in selected areas due to resource constraints.

A total of 250 public and private schools were initially selected randomly to participate in the survey. The total number of target schools was allocated proportionately across the selected survey areas, stratified by locality (urban and rural). Some of the initially targeted schools were unable to participate in the survey due to various administrative reasons and were thus randomly replaced with schools of the same type and from the same location where possible. After field operations, a total of 238 schools participated in the survey.

Student rosters for sampled schools were derived from DepEd’s administrative database. The rosters served as sampling frames to randomly select students. Students who were unable to participate in the survey were randomly replaced with other students of the same gender and from same grade level and school. Thereafter, parents and guardians of interviewed students were identified as target respondents of the survey’s household module.

Figure 1: Components of Survey Instrument

School Manager

• Mandatory career programs•Funding•Facilities•Teacher capacity

Student

•Formal schooling•Internships taken during school•Educational expectations•College choice•Occupation choice

Household

•Socioeconomic background•Private educational

investments•Information on labor market

and education•Perceived constraints to

educational investments

Source: Youth Education Investment and Labor Market Outcomes Survey.


Respondents. The survey instrument has three modules: school, student, and household. For the school module, data were collected from school principals and/or head teachers. Five randomly selected students in each grade level (9, 10, 11) per school were interviewed for the student module. The parents and guardians of interviewed students served as respondents for the household module. Other adult household members were also interviewed for selected questions in the household module.

Interview protocol. The interview protocol required interviewing target respondents individually and separately. For the school module, school principals and/or head teachers were provided copies of the survey instrument ahead of the scheduled face-to-face interview as some questions referred to administrative records. For the student module, the survey team coordinated with schools in identifying an appropriate time to interview students. Whenever possible, interviews were scheduled during breaks or noncritical periods (e.g., during extracurricular activities). The survey team also requested school management and homeroom teachers to provide a suitable venue where the interviews could be conducted, respective of child protection policies. For the household module, the survey team reached out to target respondents through short messaging service or phone calls to identify an appropriate time for the interview. Although most respondents were interviewed in their respective houses, some parents and/or guardians were interviewed in the school premises or public spaces (e.g., restaurants) as mutually agreed by the respondents and the survey team.

English and Tagalog translations were made available, but enumerators (who were hired from the surveyed areas) were instructed to interview in their local language as they saw fit.

To elicit candid and honest responses, the enumerators assured all respondents that other than research, any information they provide would not be used for performance assessment and evaluation or any other purpose. Parents and guardians were requested to sign consent forms allowing the use of data they and their children have provided to meet the study’s research objectives.

Data collection tool. The survey data collection platform was designed by Real-Time Analytics using tablet technology and cloud-based software that enhances capacity to ensure data quality by allowing real-time tracking and monitoring of enumerators. Intended to catch outliers, the software provided ways to give enumerators feedback when data points did not seem to be consistent with expected responses so that they could ask follow-up questions. This survey technology also enabled easy production of key graphs and statistics that were continuously updated and lessened the time needed to collect or clean the data.

Selection of survey areas. One of the crucial steps in conducting YEILMOS was the selection of provinces to be covered in the study. Although the survey was not designed to be nationally representative, it was deemed ideal to have representation from various geographic and sectoral areas. In consultation with DepEd, the following geographic areas were chosen: National Capital Region (NCR) and Ilocos Sur from Luzon, Eastern Samar from Visayas, and Davao del Sur from Mindanao. These geographic areas also have heterogeneous socioeconomic characteristics. For instance, NCR and Davao del Sur are highly urbanized areas, while Ilocos Sur and Eastern Samar have relatively higher population concentration in rural areas.


Survey period. The field operations were conducted from February to April 2017, but with different survey periods across the four survey areas. The variations in the survey period were mainly due to the calendar of activities of the schools and availability of the households.

Training. Several rounds of training were conducted for the survey team leaders, coordinators, and enumerators on various aspects of data collection. In particular, the survey team members were taught the rationale and key objectives of the survey, how each question should be asked, how to navigate the tablet-based data collection platform, and the DepEd protocols for data collection. The training comprised of lectures, recapitulation, mock interviews, and field practice interviews. Significant time was allotted for role-playing activities to simulate what could happen during the field operations and how enumerators should respond to such scenarios. Training lasted for 2 days for team leaders and coordinators, and 3 days for enumerators. Continuous training support was given by the team leaders.

Quality assurance of survey data. The survey team was divided into four groups, one for each of the four survey areas. Each group comprised of a team leader, school coordinators, and enumerators. School coordinators did the initial liaising with sample schools to schedule the survey team’s visit. Team leaders were tasked with organizing their respective teams, recruiting and training enumerators, and supervising enumerators’ work. Enumerators, on the other hand, did the actual respondent interviews under the supervision of the team leader. Upon completion of the interview, enumerators were instructed to carefully review the questionnaire to ensure that all questions were answered appropriately before leaving the schools or households. All interviews completed within the day were then submitted to team leaders who were responsible for further reviewing the accomplished questionnaires for completeness, consistency, and accuracy. Any inconsistencies spotted were then highlighted and returned to the enumerators for validation.

Box 2: National Career Assessment Examination

To help identify the types of career-related information available to students, one of the questions asked through the Youth Education Investment and Labor Market Outcomes Survey was whether or not students receive information about career that are aligned with their interests and skills.

Starting in 2007, the National Career Assessment Examination (NCAE) has been one of the analytical tools used by schools to assist students in identifying their interests and skills. Questions asked in the NCAE are designed to test students’ general scholastic knowledge, vocational aptitude, occupational preferences, and entrepreneurial skills. Since the implementation of the K to 12 Basic Education Program, the NCAE has been administered to Grade 9 students in all public and private schools in the Philippines.

The results of the NCAE are recommendatory in nature. The examination profiles a student’s aptitude in the four senior high school tracks and their corresponding strands. In particular, the NCAE is designed to gauge a student’s interests and career inclination, whether it is technical-vocational, entrepreneurial, or toward further education in college. It is intended to provide information to students and parents that will guide them in determining which career track is best for a student to take after completing senior high school.

Source: https://www.deped.gov.ph/?s=NCAE.


Debriefing sessions on the inconsistencies or errors in the filled-out questionnaires, including the proper recording of responses and following skip patterns in questions and instructions, were also conducted to ensure high quality data.

The Appendix lists some of the data cleaning done after the survey was conducted.

Limitations. The YEILMOS was intended to provide baseline information on factors that shape decisions about educational investment and career planning for high school students and their families in the National Capital Region, Ilocos Sur, Eastern Samar, and Davao del Sur. Although these areas were strategically identified to provide diverse insights on the subject matter, data collected from the survey do not necessarily provide nationally representative estimates. However, to facilitate higher participation rates, only educational service contracting schools were targeted among private schools in the study areas. Among the 250 schools originally targeted, the participation rate stood at 98.5% among public schools and 91% among private schools. Originally targeted private schools that were not able to participate tended to be larger in terms of student population. No systematic characteristics were observed among originally targeted public schools that were unable to participate.

Sampled students who were initially listed in the census but turned out to have dropped out or moved to other schools that were not part of the study were replaced with other enrolled students of the same grade and gender. In addition, there were instances when parents or guardians of student respondents were not interviewed due to various personal reasons. At the time of writing this report, no imputations were done for households that chose not to provide information on income, assets, and other economic indicators.

Several questions asked in YEILMOS were designed to capture the perceptions of students regarding career-related information and financial assistance, and the responses may not necessarily reflect reality. For example, when students (or their parents) were asked if they received certain types of career-related information from a specific source, it is possible that some respondents answered that they did not receive such information, even if they did, and vice versa. One reason for this may be that the respondents were not able to absorb the information they received. Furthermore, when students were asked whether they received financial assistance, it is possible that some answered “yes”, even if they did not receive any financial assistance, or “no” even if they did receive it. Hence, the responses provided by these students (or their parents) can be interpreted only as the perception of whether or not they received information on financial assistance.

Similarly, when asked to rank major sources of information, low ranks do not necessarily imply that a certain source is not important. Rather, a low rank might simply suggest that respondents used other sources of information. On the other hand, when students (or their parents) were asked to assess their (their children’s) likelihood of continuing in the education system, it is possible that some respondents indicated they were likely to proceed to further education, but eventually dropped out, and the opposite may also be true. In other words, what the survey tried to capture was the level of optimism of each student because perception and level of optimism are considered influential factors when making decisions.

14

IIIKey Findings

The findings presented in this section are divided into six parts, with the first part showing the characteristics of the sampled schools, students, and households. The next four parts—from career guidance to occupational preferences and expectations—discuss the factors that students and households consider when making educational investment and career planning decisions as well as their primary sources of information while going through this process. Finally, the last part dwells on some issues and realities in the wider context that may affect the education and career choices of students and households.

profile of SampleA total of 238 schools, 3,172 students, and 2,819 households were successfully interviewed. The schools were distributed such that 47.0% are from the National Capital Region (NCR), 29.0% are from Davao del Sur, 13.0% are from Ilocos Sur, and 11.0% are from Eastern Samar (Figure 2.a). The majority of sampled schools are public schools as shown in Figure 2.b.

The majority of sampled students live in urban areas, are female, and attend public schools. (Figures 2.b, 3.a, and 3.b).

Figure 2.a: Profile of Sampled Schools, by Survey Area (%)

NCR = National Capital Region.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

13%

11%

29%

47%

NCR Ilocos Sur Eastern Samar Davao del Sur

Key Findings 15

Figure 2.b: Number of Sampled Schools, by Survey Area and School Type


59

52

13

1711

28

42

160

20

40

60

80

100

120


Public Private

Figure 3.a: Profile of Sampled Students, by Location (%)

Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Urban74.6%

Rural25.4%

Figure 3.b: Profile of Sampled Students, by Gender (%)


Male46.8%

Female53.2%


In terms of the socioeconomic profile of sampled households (Figure 4.a), 18% have an annual (self-reported) income range of ₱80,000 and below, 16% earn between ₱80,000 and ₱160,000, 15% earn ₱540,001 or higher, 15% earn between ₱250,001 and ₱540,000 , and 13% earn between ₱160,000 to ₱250,000. About 23% of the sampled households did not report their income.

Most of the adults who responded to the household module are either college (27%) or high school (32%) graduates (Figure 4.b), while about 89% of adult respondents are engaged in work (Figure 5).

Figure 4.a: Profile of Sampled Households, by Income Bracket (%)

Note: Value labels refer to the income ranges for each income bracket.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

22.5

18.416.1 15.314.7

13.0

0

5

10

15

20

25

�80,000and below

�80,001 to�160,000

�160,000 to�250,000

�250,001 to�540,000

�540,001and higher

Income notindicated

Figure 4.b: Profile of Sampled Households, by Educational Attainment (%)


Postgrad1% Pre-baccalaureate

11%

No Schoolto Primary

18% Bachelors

27%

High School32%

Uncategorized11%

Key Findings 17

Figure 5: Profile of Sampled Households, by Work Status (%)


Engagedin Work

89%

Not11%

Career GuidanceCareer Guidance received by Current Students

Activities offered by schools. Group counseling sessions, SHS career guidance program (CGP), and one-on-one career counseling sessions are the most common activities offered by schools for their CGP. When asked about the types of guidance services offered in school (Table 1), public schools reported that they generally focus on SHS CGP (69%), group counseling (68%), and vocationally oriented seminars with experts talking to classes (62%). On the other hand, private schools cited group counseling sessions (89%), one-on-one career counseling sessions (85%), and SHS CGP (81%) the most.

In more urbanized areas like NCR and Davao del Sur, more schools reported offering a variety of career guidance activities compared with schools in other provinces. This is particularly true for activities that require private sector participation like career or job fairs, student immersion, and jobsite tours or visits.

Jobsite tours or visits, training in other job-seeking skills, and tours of postsecondary institutions. Only a fourth of sampled schools reported conducting activities such as jobsite tours or visits, training in other job-seeking skills, and tours of postsecondary institutions as part of their career guidance activities. When asked about the types of services they offer, about 40% of private schools reported offering the aforementioned activities, while significantly less public schools reported doing so.

Priorities of guidance programs. Across the geographic areas included in this study, guidance programs in public and private schools generally give priority to helping students identify their SHS tracks and less priority to assisting them with financial aid issues. When asked about goals in the provision of guidance program services (Table 2), at least 38% of schools reportedly emphasized helping students identify their SHS track. Majority of sampled schools reported giving less priority to financial aid issues in their guidance programs.


Table 1: Proportion of Schools Offering a Specific Type of Guidance Service (%)

Activity Public Private AllGroup guidance and counselling sessionsa 67.8 88.9 78.4Senior high school (SHS) career guidance program (CGP) 68.8 80.7 74.8Career counseling sessions (one-on-one) 44.7 85.3 65.2Vocationally oriented assemblies and speakers in classb 61.9 60.9 61.4Résumé writing 47.2 74.8 61.1Use of noncomputerized career information sourcesc 49.8 69.0 59.5Testing and having tests interpreted for career planning purposesd 37.4 70.2 53.9Use of college catalogs 34.1 61.0 47.7Career and job fairs 25.9 66.0 46.1Occupational information units in subject matter courses 38.8 52.7 45.8School elective coursework in career decision-making 42.1 47.3 44.8Use of computerized career information sources 26.4 40.9 33.7Student immersion in the industrye 24.1 40.1 32.1Jobsite tours or visits 9.4 46.8 28.3Training in other job-seeking skills 17.1 38.8 28.0Tours of postsecondary institutions 10.9 38.9 25.1

Notes:a These are activities conducted by the guidance counselor, involving more than one student, and are separate

from the modules stipulated in the SHS CGP.b Experts, professionals, and other industry representatives are invited to speak about their respective profession,

vocation, or job.c Sources include brochures and other printed materials on career planning.d This refers to the National Career Aptitude Exam for public schools and other types of assessments employed

by private schools.e This includes site visits, simulation labs, and on-the-job training.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Table 2: Proportion of Schools Citing a Specific Priority in Providing Guidance Programs

(%)

Goals Public Private All

Help students identify their SHS track 30.5 46.1 38.3

Help students with their academic growth in high school 14.5 13.2 13.8Help students with personal, social, and psychological growth and development 13.3 13.8 13.5Help students plan and prepare for their careers or education after high school 10.5 7.4 8.9

Help students with financial aid issues 0.2 0.3 0.2

SHS = senior high school.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Key Findings 19

Duration of personalized assistance. On average, students reportedly get 5 hours of personalized assistance. When asked about the number of hours of personalized help received from their guidance counselors (Figure 6), students from NCR reported the highest average of 7 hours, while Ilocos Sur has the lowest average of 2 hours.

Figure 6: Average Hours of Personalized Help Received by Students from Career Guidance Counselors


5.8

6.9 6.7

5.0

6.45.5

4.8

9.2

5.9

3.2

1

2.3

Public

Hou

rs

Private All

NCR Davao del Sur Eastern Samar Ilocos Sur

5.8

0

1

2

3

4

5

6

7

8

9

10

Table 3: Proportion of Schools Citing a Specific Source of Career Guidance Information Shared with Students, by School Type

(%)

Source of information Public Private AllUniversities, Colleges, or Tertiary Institutions 89.1 92.5 90.9Internet 79.9 94.4 87.8Colleagues 83.2 90.2 86.9Personal connections 80.2 87.3 84.0Government agencies 78.5 86.5 82.8Radio, TV, Newspaper 75.1 78.6 77.0


Source of career guidance information shared to students. Overall, universities, colleges, or tertiary institutions are cited by schools as the most common source of career guidance information shared to students. This is closely followed by the internet and colleagues of guidance counselors and career advocates (Table 3).

Information shared during career guidance activities according to students. According to students, information typically shared with them during career guidance activities focus on the types of occupations and training that match their interest, types of occupations and training aligned with their skill sets, and data on schools that can provide quality education given their preferences. All three were consistently mentioned across grade levels, school types, locality,


and gender. When asked about the types of information they received in CGP (Figure 7), 55% of students from private schools and 56% from public schools reported the types of occupation and training that fit their interests. Roughly 49% of private school students and 43% of public school students said that they received information on types of occupations that fit their skills, and 39% of private school students and 34% of public school students received information on schools that can provide quality education.

Career Guidance received by Adults When they Were Studying

Types of information received by household respondents when they were choosing careers. The majority of household respondents received some information when they were choosing careers. In addition to asking students about the types of career-related information that they receive, it is also instructive to get retrospective information from adults because presumably, these are people who have more insights about the labor market and are in a position to assess the importance of career-related information with subsequent labor market outcomes. When asked whether they received information that was useful in choosing careers, 86% reported that they received some information, while 14% said they did not. NCR (16%) had the highest number of households that did not receive any information, followed by Ilocos Sur (14%). Only 1% of the household respondents from Eastern Samar and Davao del Sur reported being uninformed while considering careers.

Table 4 and Figures 8.a, 8.b, 8.c, 8.d, and 8.e summarize the proportion of household respondents with access to specific types of information while choosing careers, disaggregated by area.

Figure 7: Types of Information Received in Career Guidance, by School Type (%)


Types of occupations and training that fitpersonal interests

Information on funding options

Types of occupations and training that fitskills

Occupation outcomes from nationallabor market

Schools that can provide a qualityeducation given experiences

Occupation in demand outside thecountry

Types of occupations and training that fitpersonal wage preferences

Wage outcomes of those from schoolsin region

Labor market information Occupation outcomes of those fromschools in region

5.6 5.9

99.2

15.7 16.4

19.1 38.6

48.8

54.7

0 10 20 30 40 50 60

Private

0 10 20 30 40 50 60

Public

5.1 4

12.4 7.4

12.7 23.3

18.5

33.5 43.1

55.5

Key Findings 21

Table 4: Proportion of Household Members Citing Availability of Specific Information while Choosing Career Path

(%)

AreaLabor Market Information

Information on Types of

Occupations and Training

that Fit Personal Interests



that Fit Wage Preferences


Occupations that Fit Skills

Information on Schools

that Can Provide Quality

Education Given

Preferences

Information on Funding

OptionsNo

Information

NCR 32.5 35.7 14.7 21.2 17.8 4.2 16.2

Ilocos Sur 20.2 59.1 6.7 9.4 4.6 1.4 13.6

Eastern Samar

29.9 54.8 20.1 39.1 32.4 7.3 1.3

Davao del Sur

35.9 50.8 39.0 39.0 18.6 9.4 1.4

All 32.5 38.6 17.5 23.5 17.9 4.9 14.0


Roughly a third of the surveyed households cited that labor market information was available during the time they were choosing a career path, higher than what was reported by students. There are small differences among the regions, but all figures fall in the 30%–35% range except for Ilocos Sur, which is at 20%.

Figure 8.a: Proportion of Household Members Citing Availability of “Labor Market Information” while Choosing Career Path,

by Survey Area and Locality (%)


32.5 34.1

10.4

31.528.0

32.8

42.0

0

10

20

30

40

50

60

70

Urban Rural



When it comes to the differences between types of localities, more than half of adult household members in rural areas shared that they were informed of the types of occupations and training that fit personal interests compared with people from urban areas. About 59% of households in Ilocos Sur reported being given this particular information, while only 36% of households in NCR reported the same. Figure 8.b further disaggregates the provincial estimates by urban and rural areas.

Figure 8.b: Proportion of Household Members Citing Availability of Information on “Types of Occupations and Training That Fit Personal Interests”

while Choosing Career Path, by Survey Area and Locality (%)


35.7

52.2

64.0

54.3 55.3

48.2

56.0

0

10

20

30

40

50

60

70

Urban Rural


More people from rural areas (31%) reported being informed of the types of occupations and training that fit their wage preferences compared with their urban counterparts (17%). The provincial estimates by urban and rural areas were further disaggregated for the proportion of people citing the availability of types of occupations and training that fit wage preferences (Figure 8.c) and skills (Figure 8.d).

When asked if they were informed of schools that can provide quality education given their preferences, only 18% of people from urban areas and 15% of people in rural areas answered in the affirmative. About a third (32%) of respondents from Eastern Samar mentioned receiving such information at the time they were selecting their career, while other figures noted were 19% for Davao del Sur and 18% for NCR. Only 5% of sampled households in Ilocos Sur reported having knowledge of good schools that met their preferences when choosing a career. Figure 8.e further disaggregates the provincial estimates by urban and rural areas.

Across survey areas, only a few households were given information on funding options when considering their careers. About 9% of households in Davao del Sur reported having access to such information, followed by Eastern Samar with 7%, NCR with 4%, and Ilocos Sur with 1%.

Key Findings 23

Figure 8.c: Proportion of Household Members Citing Availability of Information on “Types of Occupations and Training That Fit Wage Preferences”

while Choosing Career Path, by Survey Area and Locality (%)


14.7 12.52.6

14.6

26.6

36.3

44.4

0

10

20

30

40

50

60

70

Urban Rural


Figure 8.d: Proportion of Household Members Citing Availability of Information on “Types of Occupations and Training That Fit Skills” while Choosing

Career Path, by Survey Area and Locality (%)


Urban Rural


0

10

20

30

50

40

70

60

21.2

10.6 8.6

31.8

42.447.7

32.2


Table 5: Proportion of Household Members Indicating Preference to Have Had Specific Information Available while Choosing Career Path, by Survey Area

(%)

AreaLabor Market Information



that Fit Personal Interests



that Fit Wage Preferences


Occupations that Fit Skills

Information on Schools

that Can Provide Quality Education Given

PreferencesInformation on

Funding Options

NCR 29.0 27.7 18.5 19.6 20.2 18.6

Ilocos Sur 24.9 34.3 10.6 19.4 7.8 10.6

Eastern Samar

24.8 54.7 20.2 32.8 26.8 12.4

Davao del Sur

32.0 31.6 34.3 29.7 17.0 16.9

All 29.1 29.0 20.1 21.1 19.7 18.0


It is also worth noting that respondents with higher educational attainment reported having received more types of information that were useful for choosing careers.

Table 5 summarizes the types of information surveyed households preferred to have had while they were choosing their career path.

Figure 8.e: Proportion of Household Members Citing Availability of “Information on Schools That Can Provide Quality Education Given Preferences” while Choosing Career Path, by Survey Area and Locality

(%)


17.8

5.73.9

34.430.0

19.915.8

0

10

20

30

40

50

60

70

Urban Rural


Key Findings 25

Types of information that should have been made available while choosing a career path according to households. Almost a third of the surveyed household members preferred to have had labor market information available to them while they were choosing a career path. When asked what type of information they preferred to have had when they were still contemplating which career to take (Table 5), 29% of household respondents mentioned labor market information. More respondents from Davao del Sur (32%) and NCR (29%) indicated this piece of information to be crucial, while only 25% of respondents in Eastern Samar and Ilocos Sur believed this to be the case.

Number of household respondents who indicated that information on occupations and training that fit interest should have been made available when choosing careers. In most of the surveyed provinces, 29% of household respondents indicated that they would have appreciated receiving data on occupations and training that fit their interest when choosing careers. It is only in Eastern Samar where more than half of the households (55%) said they would have appreciated access to such information. Looking at locality, more household members from rural areas (39%) than urban areas (28%) preferred receiving information on an occupation that matches their interests.

Number of household respondents who indicated that information on funding options should have been made available when choosing careers. About 18% of household respondents would have wanted information on funding options while choosing career paths. NCR registered the highest percentage at 19%, followed by Davao del Sur at 17%, Eastern Samar at 12%, and Ilocos Sur at 11%. The percentage for urban areas (18%) was slightly higher than that for rural areas (15%).

Choice of Senior High School trackStudents’ track choices. Academic track is the most popular track choice among students across provinces and grade levels, although percentages in Eastern Samar (59%) and Davao del Sur (63%) are relatively lower than those in NCR and Ilocos Sur (Figure 9.a). Coming in second is technical-vocational and livelihood (TVL) with only about a third of students in Eastern Samar and Davao del Sur and a quarter in NCR and Ilocos Sur preferring this track. Across grade levels, 71% prefer the academic track and 23% prefer the TVL track.

Students’ preference for academic track. Preference for academic track is higher among students in private schools than those in public schools by about 20 percentage points (Figure 9.b). About 83% of private school students prefer the academic track, while only 62% of those in public schools do.

Students’ preference for TVL track. Preference for TVL track is slightly stronger among students in rural areas than in urban areas, and among students in public schools than in private schools. Among students in rural schools, 34% chose or intend to choose the TVL track, versus 22% in urban schools (Figure 9.c).

Although both males and females show a higher preference for the academic over the TVL track, females show a higher preference for the academic track on average across all four geographic areas (77% of females as against 63% of males) (Figure 9.d). Eastern Samar and Davao del Sur have a higher share of TVL preference (more than 40%), particularly among male students.


Reasons for choosing a specific track. Across areas, interest in field or subject matter is the reason most often cited by students for their choice of SHS track. A large majority (80% in urban areas and 79% in rural areas) claim it to be one of their three major considerations when choosing a track. This applies to more than 80% of students in NCR and Davao del Sur, and more than 70% of students in Ilocos Sur and Eastern Samar (Figure 10). Compatibility with one’s skills comes in second with almost half of the students citing it as a major consideration. Results also show that a quarter of the students still value their parents’ recommendation.

Figure 9.b: Distribution of Students by Intended or Chosen Track and School Type (%)

TVL = technical-vocational and livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

62.2 82.5

30.8

12.5

0

20

40

60

80

100%

Undecided Arts and design Sports TVL Academic

Public Private

Figure 9.a: Distribution of Students by Intended or Chosen Track and Survey Area (%)

NCR = National Capital Region, TVL = technical-vocational and livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

72.5 71.0 58.7 62.6

20.8 24.6 34.4 33.4

0

20

40

60

80

100%



Key Findings 27

Figure 9.c: Distribution of Students by Intended or Chosen Track and Locality (%)


71.5 63.1

22.0 33.5

0

20

40

60

80

100%


Urban Rural

Figure 9.d: Distribution of Students by Intended or Chosen Track, by Survey Area and Gender

(%)

NCR = National Capital Region, TVL = technical-vocational and livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

65.8 78.3

26.9 15.6

62.4 79.1

31.0

18.7

47.2

68.8

43.1

26.7

54.069.7

40.6

27.4

Male

100

80

60

40

20

0Female Male Female Male Female Male Female


Academic TVL Sports Arts and design Undecided

There also appears to be no difference between the structure of student responses when disaggregated by gender and locality, although students in rural areas seem to put greater importance on potential wages and broad employment opportunities, and lesser importance on their parents’ recommendation. Interestingly, cost or financial consideration was not as common for the respondents, with only less than 10% of students citing it among their three top reasons.


Source of information used by students when choosing tracks. Across locality and gender, family (parents and siblings) is the source of information most used by students when making a track choice. Peers are also an often-cited source at 52%–61%, and so are relatives at 35%–44% and teachers at 30%–34% (Figure 11.a). There is a higher tendency among students in rural areas to cite peers as an information source, while students in urban areas tend to use internet sources more than those in rural areas. It is worth noting that guidance counselors rank low when students were asked to identify the sources of information they use when choosing a track (5%–6%).

Ranking of sources of students used or plan to use in choosing their track, across areas. The ranking of sources students used or plan to use in choosing their track is largely consistent across the four areas, with parents, peers, and relatives on top of the list. The internet is not as popular a source in Ilocos Sur as much as it is in the other areas, particularly NCR where internet use is heaviest (18.7%) (Figure 11.b). Students in NCR and Ilocos Sur also rely on their peers’ advice although not as heavily as their counterparts in Eastern Samar and Davao del Sur.

Preferred track vs. track most likely to take. Most students preferring the academic track also reported it to be the track they are most likely to take, with only 5% reporting that they will most likely take a different track. Students’ preferred tracks are not necessarily what students end up taking for various reasons. The likelihood of taking a different track from what one prefers is higher among students preferring TVL, with 15% believing that they are likely to take another track given current circumstances. It is even higher among those preferring the sports (39%), and arts and design (27%) tracks. In cases where the preferred track is different from the one likely to be taken, the academic track is most often cited as the track they are most likely to take.

Figure 10: Proportion of Students Identifying a Major Consideration for Choosing a Track, by Survey Area

(%)


Broad employmentopportunities

Interest

Potential wages

Best fits my skills

College preparation

Recommendationof parentsAbility to workabroad

80.4

70.4

70.2

48.4

39.9

45.6

30.5

20.9

33.8

21.9

26.4

32.1

20.6

28.6

19.7

16.1

27.7

12.0

11.9

0

10

20

30

40

50

60

70

80

90

NCR Ilocos Sur Eastern Samar

82.5

60.0

17.8

28

.5 35

.7

10.7

12.6

9.4

17.0

Davao del Sur

Key Findings 29

Figure 11.a: Proportion of Students Citing a Specific Major Source of Information They Used or Planned to Use in Choosing a Track,

by Locality and Gender (%)


70.1 73

.7

52.4

61.2

34.7

43.8

30.5 34

.3

19.8

15.5 17.5

5.3

6.4 7.1

5.6

4.6

Urban Rural67

.7 72

.9

55.3

51.7

36.6

35.0

29.5 32

.1

20.3

18.6

15.6

16.7

6.3

6.6

5.5

5.5

Male Female

Parents and siblings

Other

Peers

Internet

Relative

Own perception

Teachers

Guidance counselor

0

10

20

30

40

50

60

70

80

Figure 11.b: Proportion of Students Citing a Specific Major Source of Information They Used or Planned to Use in Choosing a Track, by Survey Area

(%)


69.5

69.2

75.2

51.9

44.9

62.5

33.3

42.5

30.5

28.7

20.3

10.7

18.7

1.3 6.

0

6.0

5.6

6.8

75.1

62.5

61.6

34.2

46.7

30.9

34.1

18.8

17.2

7.8 9.

1

6.3 8.

8

4.5 5.2

Parents and siblings

Other

Peers

Internet

Relative

Own perception

Teachers

Guidance counselor

0

10

20

30

40

50

60

70

80



Overall, the likelihood of taking one’s preferred track is high across areas, particularly in Ilocos Sur where 100% of students preferring the sports track also reported the likelihood that they will take this track, while only 2% of those who prefer the academic track and 8% of those who prefer the TVL track think that they are more likely to take a different track (Tables 6.a–6.d).

Differences between students’ and parents’ track preferences. There are some differences between students’ and parents’ track preference especially among students who prefer tracks other than the academic track. Among students who prefer TVL, only 31% have parents who share their preference, while 67% have parents whose preference is to have their children take the academic track instead (Figure 12). Among students who prefer the sports track, only 4% have parents preferring the same, while 68% have parents who prefer the academic track instead. The same goes for the arts and design track, with only 6% having parents preferring the same track, while 83% have parents preferring the academic track instead.

Table 6.a: Preferred Track versus Track Likely to Be Taken Given Current Circumstances in National Capital Region

(Proportion of Grade 9 and 10 students, %)

Preferred

Likely to be Taken

TOTALAcademic TVL SportsArts and Design

Don’t Know

Academic 95.4 2.6 0.3 0.5 1.2 100.0 TVL 12.7 83.0 2.1 0.8 1.4 100.0 Sports 24.2 11.6 57.1 – 7.1 100.0 Arts and Design 6.0 13.0 0.6 74.0 6.5 100.0 Undecided 20.3 10.3 7.8 – 61.5 100.0 All 70.3 21.0 2.8 2.9 3.0 100.0

– = magnitude equals zero, TVL = technical-vocational and livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Table 6.b: Preferred Track versus Track Likely to Be Taken Given Current Circumstances in Ilocos Sur (Proportion of Grade 9 and 10 students, %)

Preferred

Likely to be Taken


Don’t Know

Academic 98.0 0.7 – – 1.3 100.0 TVL 8.4 91.6 – – – 100.0 Sports – – 100.0 – – 100.0 Arts and Design 38.7 – – 61.3 – 100.0 Undecided 24.5 26.2 – – 49.3 100.0 All 74.1 20.7 1.9 1.2 2.1 100.0


Key Findings 31

Table 6.c: Preferred Track versus Track Likely to Be Taken Given Current Circumstances in Eastern Samar


Preferred

Likely to be Taken


Don’t Know

Academic 92.8 2.5 0.7 1.2 2.8 100.0 TVL 7.9 77.5 2.2 – 12.3 100.0 Sports – – 47.5 27.3 25.2 100.0 Arts and Design – 22.9 – 5.1 72.0 100.0 Undecided 9.5 30.7 – – 59.9 100.0 All 57.6 27.2 2.4 1.5 11.2 100.0


Table 6.d: Preferred Track versus Track Likely to Be Taken Given Current Circumstances in Davao del Sur


Preferred

Likely to be Taken


Don’t Know

Academic 92.5 5.0 0.3 1.2 1.0 100.0 TVL 8.9 90.3 – – 0.8 100.0 Sports 11.0 7.5 81.5 – – 100.0 Arts and Design 12.3 – – 85.5 2.2 100.0 Undecided 26.3 – – – 73.7 100.0 All 61.7 31.9 2.3 2.4 1.8 100.0


Parental considerations in the choice of children’s track. Parental considerations in the choice of their child’s track are similar to factors the students themselves would consider when choosing a track, with the addition of potential wage and broad employment opportunities. Interest, potential wage, and broad employment opportunities are the top considerations of parents in both urban and rural areas (Figure 13). However, ranking in terms of how often a reason is cited varies across provinces (Table 7). For instance, an overwhelmingly large proportion of parents (74%) in Davao del Sur, 55% in NCR, and 64% in Ilocos Sur cited potential wage among their considerations, and only 39% of parents in Eastern Samar believed this to be a factor. More parents in rural areas choose tracks based on potential wage and broad employment opportunities. While a child’s interest is only the third consideration in rural areas, it ranks first in urban areas together with potential wage.


Figure 13: Proportion of Parents Identifying a Specific Major Consideration in the Choice of Child’s Track, by Locality

(%)


58.0 56.356.4

64.5

48.5

63.3

33.528.5

21.318.216.1 14.4

8.7

0

10

20

30

40

50

60

70

80

Urban Rural

6.1

18.014.4

Interest

Ability to workabroad

Potential wages

Employmentopportunities in Manila

Broad employmentopportunitiesRecommendationof family members

Best fits child’sskillsCost and financialconsideration

Figure 12: Students’ Preferred Track versus Parents’ or Guardians’ Preferred Track

(%)


Arts and DesignSportsTVLAcademic

88.7 9.1 0.61.5

67.2 30.8 1.30.7

67.7 24.8 3.93.5

83.4 10.6 0.06.0

0 20 40 60 80 100

Academic

TVL

Sports

Arts and Design

Proportion of students (%)

Key Findings 33

Table 7: Proportion of Parents Identifying a Specific Major Consideration in the Choice of Child’s Track, by Survey Area

(%)

Consideration for Choosing a Track NCRIlocos

SurEastern Samar

Davao del Sur All

Interest 58.0 54.0 64.1 56.1 57.8Potential wages 54.6 63.8 39.0 73.6 57.3Broad employment opportunities 46.7 64.4 51.9 63.9 50.3Best fits my skills 33.4 26.3 36.1 31.6 32.9Ability to work abroad 21.4 20.0 15.9 20.4 21.0Employment opportunities in Manila 17.4 6.9 7.4 6.7 14.9Recommendation of other family members 13.7 23.1 28.5 14.9 14.8Cost or financial consideration 9.0 7.5 17.7 9.6 9.3Social acceptability expectations 4.8 0.1 6.3 4.3 4.6Location and proximity of school offering the major or vocation 4.6 0.1 6.6 4.5 4.4

Recommendation of friends or peers 1.6 1.3 1.2 2.1 1.7Others 7.2 0.3 10.2 5.9 6.8

NCR = National Capital Region. Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Number of students not proceeding to senior high school. Meanwhile, only less than 1% of surveyed students indicated that they would not be proceeding to SHS. All of them mentioned financial problems as one of three reasons they would not continue to SHS. This is followed by being unprepared and being not interested.

Figure 14: Proportion of Students Identifying Specific Reasons for Not Proceeding to Senior High School

(%)


30.8

31.3

31.4

36.7

0 10 20 30 40

Undecided on what to study

Has job o�er

Household responsibilities

Not interested

Felt unprepared

Financial problem

69.8

100.0

50 60 70 80 90 100


Choice of College MajorNumber of students who expect to go to college. About 85% of student respondents expect to go to college. When asked about their preferred college course, 22% of the students said that they prefer personal services, 18% prefer engineering and engineering trades, and 15% prefer courses related to teacher training and education services (Figure 15.a).

More private school students prefer the profession-based college majors such as engineering, health, business administration, and architecture, compared with public school students who favor teacher training and security services. In terms of locality, more students from urban areas prefer health, business administration, architecture, and personal services, while more students in rural areas prefer teacher training.

Differences in preferred college majors between boys and girls. College major preferences reflect gender variations. More girls prefer teacher training, business administration, health, and personal services, while more boys prefer engineering, architecture, computing, transport services, and security services (Figure 15.b).

Students’ primary considerations in choosing a college major. Generally, most students cite interest, best fit their skills, potential wages, recommendation of parents, and broad employment opportunities as primary considerations in choosing a college major. The majority of students (64%) choose courses based on their interest, while a good proportion of them consider their skills (36%) and potential wages from related careers (29%) when making a choice. As was the case with choosing an SHS track, cost or financial consideration does not

Figure 15.a: Proportion of Students Preferring Specific Courses, by School Type (%)


0 5 10 15 20 25Don't knowHumanities

Life sciencesOthers

LawJournalism and information

ArtsSocial and behavioral science

Transport servicesSecurity services

Teacher training and education scienceComputing

Architecture and buildingBusiness and administration

HealthEngineering and engineering trades

Personal services

Private PublicAll

22.423.222.017.6 21.1

20.216.014.0

11.09.97.2 7.8

5.5

15.6

12.611.110.9

10.2

8.7

11.615.3

15.313.2

7.67.52.9 6.41.3 3.8

3.12.31.3 2.2

1.61.91.9

1.11.30.9

0.90.90.51.1

1.01.0

1.8

3.4

5.34.4

7.7

17.8

Key Findings 35

Figure 15.b: Proportion of Students Preferring Specific Courses, by Gender (%)


1.2

0.7

0.9

3.03.9

2.4

1.7

4.4

13.1

20.6

21.1

5.7 2.6

8.4

29.3 8.0

6.5

0.8

1.2

1.2

1.4

1.9 1.9

2.1

3.1 6.2

6.4

8.8 10.1

13.2 14.2

14.5 19.1

30.3

0 5 10 15 20 25 30 35

HumanitiesDon't know

Life sciencesJournalism and information

Social and behavioral scienceLaw

OthersArts

Business and administrationHealth

Teacher training and education scienceArchitecture and building

Transport servicesComputing

Personal servicesSecurity services

Engineering and engineering trades

Male Female

Figure 16: Proportion of Students Identifying a Specific Major Consideration for Choosing a College Major, by School Type

(%)


0.7

0.3

1.5

2.8

5.4

5.6

6.7

11.6

13.7

21.7

22.1

27.8

32.5

59.1 75.0

1.2

0.1

1.6

3.8

5.7

7.3

4.9

13.5

15.6

25.2

30.3

32.6

42.3

0 10 20 30 40 50 60 70 80

Others

Recommendation of teachersLocation/proximity of school o�ering the major/vocation

Employment opportunities in Manila

Recommendation of friends/peers

Social acceptability expectations

Cost/financial consideration

Recommendation of other family members

Ability to work abroad

Broad employment opportunities

Recommendation of parents

Potential wages

Best fits my skills

Interest

Private Public


show up as a major factor, with only 6.1% of students mentioning it. The recommendation of teachers (0.2%) and location (2%) do not seem to factor in the students’ top considerations in choosing a college major.

The top considerations are the same across private school and public school students (Figure 16), and across students in rural and urban schools.

Students’ source of information when choosing a college course. According to students, social circles seem to be the predominant information source when choosing a college course. Students cited parents (68.8%), peers (48.3%), and relatives (40.5%) as the most used sources of information, while guidance counselors were the least cited source of information (2.5%) for choosing a college course.

Parents’ source of information when choosing a college course for their children. Consistent with student-reported information sources, social circles seem to be the primary information source as well for household respondents when choosing a college course for their children. This holds true across locality, province, and educational attainment. Household respondents identified parents (38%), peers (34%), and relatives (32%) as the most used sources of information, while the least cited sources of information include television and radio (3.8%) and guidance counselors (3.0%) (Figure 17). It is worth noting that the top three and least used sources of information are the same for both choosing an SHS track and choosing a college course.

Figure 17: Proportion of Households Citing a Specific Source of Information as One of the Three Major Sources of Information Used

in Choosing Postsecondary Education (%)


10 20 30 600

Guidance counselor

Television and radio

Others

Books, newspapers, and magazines

Internet

Teacher

Self

Sibling/s

Relative

Peers

Parents

5040Rural UrbanAll

37.7

37.3

48.136.9

33.633.3

31.835.7

27.2

19.418.2

18.713.1

12.12.1

5.25.5

4.61.8

1.3

1.0

4.8

3.8

4.04.2

4.03.03.03.3

18.921.2

32.441.5

Key Findings 37

In terms of locality, parents (48% vs. 37%), relatives (42% vs. 32%), self (21% vs. 19%), and teachers (27% vs. 12%) as sources of information when choosing a college course are higher among people in rural areas than among those in urban areas. Mass media such as books, newspapers, and magazines (5% vs. 2%); television and radio (4% vs. 1%); and the internet (6% vs. 2%) are generally used more in urban households. There is no variation in the use of guidance counselors in urban and rural households.

Results from the survey also show that the influence of parents and relatives is often used by households in all provinces. Parental influence is highly mentioned in Ilocos Sur (56%) and Davao del Sur (53%), while influence of relatives is cited most in Ilocos Sur (70%). Even when educational attainment is considered, parents continue to be the primary source of information across all categories (highest for those who finished postgraduate courses [53%]). The same applies to the impact of relatives, which is also high across all types of graduates and highest among those with a postgraduate degree (40%). Meanwhile, the impact of peers (35%) and self (20%) is higher for bachelor’s degree holders. Interesting to note is the variation in the use of guidance counselors on the choice of college major or postsecondary education among postgraduate degree finishers (16%), bachelor’s degree holders (2%), and those without college degrees (4%).

Preferred college course vs. course that will be most likely taken. Four in every five students are optimistic that their preferred course is also what they will most likely take given present circumstances. Ilocos Sur has the highest proportion of students who are optimistic about taking their preferred course (84%), which is well above the 79% average of the entire sample (Figure 18).

On the other hand, there are also cases of students planning to take up profession-based courses (health, engineering, business administration, law, and computing) who stated that they are

Figure 18: Proportion of Students Reporting They Will Be Able to Take Up Preferred Course Given Current Circumstances

(%)


65 70 75 80 9085

72.8Davao del Sur

74.7NCR

76.7Eastern Samar

84.4Ilocos Sur

79.0All


more likely to take lower-value courses (personal services and security services) given their circumstances. For instance, out of the students who prefer to take up health, 4% stated that they are likely to take up courses related to personal services instead. This trend is most apparent in NCR at 6%. For those who prefer engineering, 7% said that they are likely to take up courses related to security services due to their circumstances. This trend is strongest in Davao del Sur, where 11% of students said that they are likely to take up courses different from their preferred engineering course.

In addition, 4% of students who want to take up business-related courses said that they are likely to end up taking courses related to personal services. This phenomenon seems to be most apparent in Eastern Samar where it applies to 13% of students. Similarly, 3% of law school aspirants and 4% of students who hope to take up computing-related courses said that they are likely to end up in personal services courses as well. The trend of law school hopefuls seeing themselves in personal services is strongest in NCR (6%). Meanwhile, in Eastern Samar, 16% of students wanting to do computing see themselves taking up personal services courses instead due to current circumstances.

Parents expecting their children to continue on to postsecondary education. Almost all parents (95%) expect their children to proceed to postsecondary education. The expectation is highest in NCR with 96% of households seeing that their children will continue onto postsecondary education. Meanwhile, Davao del Sur (88%) and Ilocos Sur (91%) exhibit lower percentages of households expecting their children to proceed to postsecondary schooling. In terms of locality, overall, more urban households (96%) believe that their children will go for postsecondary education compared with rural households (89%) (Figure 19). The pattern is also observed in other areas but is strongest in Eastern Samar, with 98% of urban households expecting their children to proceed to postsecondary education as opposed to 91% for rural households.

0 20 40 60 10080

Eastern Samar91.3

97.8

NCR 96.3

Ilocos Sur 93.189.9

Davao del Sur 88.989.7

All 95.688.8

Rural Urban

Figure 19: Proportion of Parents Expecting Their Children to Continue on to Postsecondary Education, by Survey Area and Locality

(%)


Key Findings 39

Figure 20: Proportion of Parents Citing a Specific Factor for Their Children Not Continuing with Postsecondary Education, by Locality

(%)


0 20 40 60 80 100

Other, specify

Marriage

Grades not su�cient

Not necessary for employmentchoice

Not interested

Want to pursue other interests

Unprepared

Undecided

Has job o�er

Household responsibilities

Financial problems96.693.097.8

26.2 36.522.6

11.5

11.113.8

10.110.4

8.25.0

6.54.5

3.14.3

2.72.6

1.71.21.6

1.4

1.41.8

6.6

17.0

15.110.3

Rural UrbanAll

Reasons for Not Continuing with Postsecondary Education according to Household Respondents. Financial problems seem to be the most frequently cited factor among households for not proceeding to postsecondary education. Specifically, 97% of households cited financial problems, followed by household responsibilities (26%), job offer (12%), indecision (11%), and unpreparedness (10%) as reasons for not proceeding to postsecondary education. Financial problems are the most common factor among urban households while household responsibilities is the top factor for rural households (Figure 20). More rural households cite unpreparedness and undecidedness than urban households. Notably, marriage was a factor mentioned only by rural households.

Financial constraint is the predominant factor and is most apparent in Ilocos Sur (100%) and NCR (97%). While “household responsibilities” is mostly cited among Davao del Sur households (34%), “being unprepared” is also frequently cited in both Davao del Sur (20%) and Ilocos Sur (14%). “Being undecided” is the strongest factor for not proceeding to postsecondary education among Eastern Samar households (16%), and “job offers” is the strongest in Davao del Sur households (18%). Similarly, while “insufficient grades” generally registers at 1% overall, it comes up to 7% of households in Eastern Samar.

occupational preferences and expectationsStudents’ preferred occupation. When asked about their preferred occupation by age 30, the majority of students across grade levels reported an inclination to become professionals (51%). The top three occupation choices for grade 9 students include professionals (50%), service and sales workers (14%), and managers (11%). For grades 10 and 11, the top 3 choices are professionals


(grade 10—53%, grade 11—51%), managers (grade 10—14%, grade 11—18%), and services and sales workers (both at 12%).9

The top choices remain the same even when results are disaggregated by school type (Table 8), but there is a higher preference for professional (59%) or managerial positions (19%) among private school students compared with those attending public schools (46% and 14%, for professional and managerial positions, respectively). Slightly more public school students also expressed a preference for services and sales occupations (15%) than their counterparts in the private schools (8%).

When overall preferences are disaggregated by gender, male students are inclined to pursue occupations as professionals (57%), technicians and associates (14%), services and sales workers (14%), managers (12%), and plant and machine operators and assemblers. Female students, on the other hand, foresee careers as professionals (57%), managers (16%), services and sales workers (12%), technicians and associates (10%), and clerical and support workers (2%). Female students hardly consider becoming plant and machine operators, while barely 1% of the male students see themselves in clerical work.

Parents’ preferred occupations for their children. Similar to students’ expectations, most parents (72.6%) expect their children to become professionals. This preference is followed by technicians and associates (10%) and managers (7%). Across areas, there seems to be little difference as far as the top two choices—“professionals” and “technician and associates”—are concerned. The least favored type of work across provinces appears to be agricultural and elementary types of work, both of which average at below 0.5% of households.

9 Based on 2016 Philippine Labor Force Survey, among workers aged 30–40 years, approximately 17% are in managerial positions; 6% are professionals; 4% are technicians and associate professionals; 6% are clerical support workers; 15% are services and sales workers; 11% are skilled agricultural; forestry; and fishery workers; 8% are crafts and related trades workers; 8% are plant and machine operators and assemblers; 24% are holding elementary occupations; and less than 1% are in the armed forces.

Table 8: Proportion of Students Preferring a Specific Occupation by Age 30, by School Type

(%)

Occupation Public PrivateManagers 14.2 19.0Professionals 46.4 58.8Technicians and associate professionals 14.9 9.1Clerical support workers 2.1 0.8Services and sales workers 14.8 7.5Skilled agricultural, forestry, and fishery workers 0.5 0.6Craft and related trades workers 2.0 1.8

Plant and machine operators and assemblers 3.4 1.7Elementary occupations 0.6 0.1Armed forces occupation 1.0 0.7


Key Findings 41

Figure 21: Proportion of Parents Identifying a Specific Type of Work That They Expect Their Child to Do in Adulthood, by Locality

(%)


Rural Urban

0.2

0.3

0.4

0.9

1.8

2.7

3.7

7.0

9.8

1.0

0.1

1.5

1.0

2.5

5.1

4.6

3.5

12.9

0 20

Agricultural

Elementary

Plant and machine

Craft

Clerical

Armed forces

Services

Managers

Technicians and associates

Professionals 73.267.8

40 60 80

In terms of locality (Figure 21), more urban households (73%) expect their children to become professionals relative to rural households (68%). Similarly, more urban households (7%) expect their children to become managers compared with rural households (4%). On the other hand, more parents in rural areas (13%) expect their children to become technicians and associates relative to urban households (10%). Similarly, there are more rural households (5%) that expect their children to enter the armed forces compared with urban households (3%).

Parents’ preferred place of work for their children. When asked about their children’s workplace as adults, about 44% of households answered that they expect their children to be employed in the city. Davao del Sur has the highest proportion of households (56%) with this expectation, while NCR has the most households (29%) expecting their children to find employment overseas. Ilocos Sur has more households (19%) expecting their children to stay within the region, while more Eastern Samar households (31%) expect their children to move out of the region.

More rural households (50%) expect their children to be employed in the city relative to urban households (43%), while more urban households (28%) expect their children to find work overseas than rural households (20%). There is little difference between responses from rural and urban households as far as employment within the region and outside the region are concerned.

Parents’ expected income for their children. About 78% of households expect their children to earn at least ₱20,000 monthly by the age of 30. Specifically, 33% of households expect children to be earning ₱20,000–₱30,000 monthly, while 26% expect ₱30,000–₱50,000 monthly. Approximately 20% of households expect earnings greater than ₱50,000 per month, with 11% expecting a monthly income of ₱50,000–₱70,000, and 9% expecting a monthly salary greater than ₱70,000. Such distribution of responses is true across provinces and type of locality.


other FindingsThis part expounds on realities in the larger context that may impact the educational investment and career planning choices of students and households. Survey findings related to financial aid programs, factors that affect SHS tracks offered in schools, school transfers, unexpected events experienced by households that impact educational decisions, and insights on formal education from those currently working are discussed to capture pertinent facets of the macro-environment in which crucial education and career decisions are being made.

Financial Aid

Knowledge on potential funding options for children’s attendance in senior high school. When asked about information on potential funding options to support their children in SHS, only 14% of household respondents noted knowing about financial aid programs. Parents from urban areas fared better at 15%, while parents from rural areas registered only 8% (Table 9).

Table 9: Proportion of Households with Information on Potential Financial Aid for Children in Senior High School, by Survey Area and Locality

(%)

Province Urban Rural All

NCR 15.3 15.3

Ilocos Sur 2.5 4.6 3.6

Eastern Samar 12.8 8.4 10.3

Davao del Sur 10.9 9.3 10.1

All 14.5 8.3 13.8


Main source of information on financial aid programs. Social circles remain to be the main source of information for those aware of financial aid programs. Parents from urban areas typically get their information from friends and relatives (39%) followed by their children’s teachers (35%) and websites (24%). Parents from rural areas, on the other hand, cited their friends and relatives (49%), teachers (44%), and admission officers (22%) as their sources of information for financial aid for their children.

When disaggregated by area, survey data show that households from NCR often rely on their friends and relatives (38%), teachers (33%), and admission officers to provide information on potential funding for SHS. In Ilocos Sur, parents count on their children’s teachers (42%) as well as friends and relatives (36%) to identify sources of financial aid. The majority of the parents in Eastern Samar rely on teachers (60%) followed by their friends and relatives (52%), while the percentages for Davao del Sur are at 49% for friends and relatives and 44% for teachers.

Interestingly, despite the small percentage of households that reported having access to information on SHS financial aid programs for their children, the majority (74%) of current grade 11 students from the sampled private schools are voucher recipients. NCR schools noted

Key Findings 43

that 62% of their total student population have accessed the SHS voucher program, and even higher proportions in other regions: 83% in Ilocos Sur, 91% in Eastern Samar, and 95% in Davao del Sur (Figure 22).

Reasons for not availing voucher program. Among those who did not avail of the voucher program, 43% of grade 11 students reported that the quality of public schools is still better than private schools when asked why they did not avail of such program. This is followed by those who believe that the process is too difficult and that more time is needed to complete the requirements (17%). Other reasons for not availing of the voucher program include not needing the subsidy and having no conscious decision on whether to avail of the program or not. Among grade 11 students whose reason is the absence of private schools in the area, 32% came from Davao del Sur, followed by 16% from NCR and 9% from Eastern Samar.

About 21% of grade 11 students from NCR also said that they could not afford the top-up school fees not covered by the voucher value. About one in five students from NCR (21% from public schools, 16% from private schools) and many private school students (46%) in Eastern Samar disclosed that they found the steps in availing of the voucher program complicated and that they needed more time to prepare the documents.

Among the parents of students who chose not to avail of the educational service contracting (ESC) program despite their children’s eligibility, most parents cite the difficulty of the process (4%) closely followed by the perception that education provided in private school is not at par

Figure 22: Proportion of High School Students Who Are Voucher Recipients, by Survey Area

(%)

NCR = National Capital Region.Notes: As discussed in Chapter 2, only educational service contracting (ESC) schools were targeted among private schools. These schools tend to have more students availing financial aid from government than other types of private schools. Furthermore, the numbers shown in this chart were based from the responses of students who were asked directly whether they are voucher recipients or not. It is possible that students may answer “yes” even if they are not voucher recipients or “no” even if they are voucher recipients.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

0

10

20

30

40

50

60

70

80

90

100

62.2

83.1

91.3

73.6

94.8

NCR Ilocos Sur Eastern Samar AllDavao del Sur


with that in public schools (4%) and the high top-up fee in private schools that parents and guardians can barely afford. Other reasons cited include the misconception about the student’s eligibility (i.e., the ESC program is offered to SHS students only) or not availing of the subsidy due to school transfers.

Within provinces, 37% of parents of grade 10 public school students in Ilocos Sur shared that there were no private schools in the area. Of the parents of grade 10 public school students, 38% in NCR and all the parents in Davao del Sur shared that they cannot pay for the high cost of private education despite the deduction in school fees from the ESC program. In Eastern Samar, the parents of grade 9 private school students mentioned that the complicated application process of the ESC program deters them from availing of the tuition subsidy.

On the other hand, some of the reasons cited by parents of voucher-eligible grade 11 students were the difficulty of applying for the program (5%), high cost of private education not covered by the voucher program (4%), and lack of private school providers in the area (3%). Other reasons cited by parents include the lack of information about the program, not needing the subsidy due to other scholarship programs such as the one offered to varsity players, delayed enrollment of the students, and incomplete requirements for the application process.

Parents of eligible public school students in Eastern Samar mentioned the lack of private school providers in the area. Almost half of the parents from private schools in Eastern Samar shared that their kids were not accepted in the preferred private school and thus chose not to avail of the voucher program.

As for private school students in grades 9 and 10, more than half are educational service contracting (ESC) program grantees. NCR recorded 48% of its sampled students to be ESC grantees, Ilocos Sur 72%, Eastern Samar 69%, and Davao del Sur 51% (Figure 23). About 71% of private school grade 9 students and 64% of grade 10 students are reported to be ESC grantees.

Figure 23: Proportion of Students in Private High Schools Who Are Educational Service Contracting Program Grantees, by Survey Area

(%)


0

10

20

30

40

50

60

70

80

90

100


47.6

71.9 69.4

50.8

Key Findings 45

Reasons for not availing the Education Service Contracting program. Some of the reasons why qualified grade 9 students opted not to avail of the ESC program include the perceived high fees they would still have to pay despite the subsidy (19%), the perceived difficulty of accessing the program (16%), and finding that the private school does not offer the track they prefer (16%) (Table 10.a). Other reasons are having no need for it, lacking letters for the program application, and having parents who are not aware of the program.

Table 10.a: Proportion of Grade 9 Students Who Qualified for Educational Service Contracting Program but Did Not Take It Up for a Specific Reason

(%)

Reason %No affordable private schools or value for subsidy from ESC is not enough for private school expenses

19.2

Process for accessing ESC is difficult or requires more time 16.1 Private school did not offer track that was of interest 16.1 Was not accepted into preferred private school 6.8 Othera 43.0

ESC = educational service contracting.a Other reasons include having no need for the program, lacking letters for the program application, and having

parents who are not aware of the program.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

All public school grade 9 students in Eastern Samar and 21% in NCR reasoned out that the value of the ESC is not enough to cover the school fees.

A number of grade 9 students from NCR (33% public school students, 7% private school students) mentioned that the processing of ESC grants is too difficult or that it requires more time. Further, 17% of public school students in NCR were not accepted in their preferred private schools, while 20% shared that they chose not to avail of the program altogether since their target private schools do not offer their preferred track.

Perceived complexity of application process for the Education Service Contracting program. About 24% of grade 10 students who opted not to avail of the ESC program reasoned that the process is too difficult to complete. A few thought the quality of private school education is not as good as the one offered in public schools (6%), while some said they have no private schools in the area (Table 10.b). Among grade 10 public school students from Davao del Sur, 21% mentioned that they have no private schools to choose from, 23% believe that the quality of public schools is better than private schools, and 53% said that the process is too difficult or that they needed more time to process their ESC applications.

All grade 10 private school students from Eastern Samar thought that the process is too difficult or that they needed more time to process their ESC applications.

Other reasons cited by grade 10 students for deciding not to avail of the program include not needing the subsidy and having no decision yet regarding which school or track to enroll in.


Constraints on track offerings

Tracks and strands not offered due to limited funds for facilities and teaching personnel. Data show that information and communication technology (ICT) (51.6%); science, technology, engineering, and mathematics (STEM) (50.3%), and home economics (50.3%) are often the tracks not offered by schools due to limited funds for facilities and teaching personnel (Table 11.a). Public schools often opt not to offer home economics (64%) and ICT (59%) tracks for this reason, while private schools do not offer STEM (53%) and ICT (44%) tracks for the same reason.

For schools in NCR, the lack of funds affects the offerings for the STEM (43%), ICT (43%) and industrial arts (42%) tracks. In Ilocos Sur, what is affected is the provision of STEM (67%) and home economics (63%) tracks. Eastern Samar associates the non-offering of ICT (52%) and home economics (51%) tracks with the same reason, while schools in Davao del Sur reported being constrained from offering ICT (67%) and home economics (61%) tracks due to limited funding for adequate facilities and personnel.

Tracks and strands not offered due to the challenge of filling teaching posts. Aside from financial constraints, schools also face the challenge of filling teaching posts given the need to hire teachers with specializations for different SHS tracks. Among schools with this issue, 19% do not offer the general academic strand (GAS), 18% skipped the accountancy, business, and management (ABM) strand, and 10% opted not to offer STEM (Table 11.b). Among public schools, 14% shared that they do not offer ABM, 13% have opted out of GAS, and 12% do not offer humanities and social sciences (HUMSS). Private schools also attribute their failure to offer the pre-baccalaureate maritime strand (12%), aside from GAS (24%) and ABM (23%), to the lack of qualified teachers with specializations.

The issue of hiring teachers for specialized subjects is felt differently across provinces. In NCR, ABM (30%), GAS (26%), and STEM (11%) were not offered in schools due to the shortage of specialized teaching personnel (Table 11.c). In Ilocos Sur, schools were not able to teach pre-baccalaureate maritime (17%) and agri-fishery arts (11%) due to the same problem. In Eastern Samar, GAS (27%), HUMSS (19%), and ABM (17%) were not offered because of the same limitation. In Davao del Sur, schools shared that they opted not to open up STEM (19%), ABM (18%), and home economics (18%) tracks due to limited teachers.

Table 10.b: Proportion of Grade 10 Students Who Qualified for Educational Service Contracting Program but Did Not Take It Up for a Specific Reason

(%)

Reason %Process of accessing ESC is difficult or requires more time 24.4Private school quality not good compared with public school 5.7No private schools in the area 5.1Was not accepted into preferred private school 2.9Private school did not offer track that was of interest 1.2Others 67.3

ESC = educational service contracting.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Key Findings 47

Table 11.a: Proportion of Schools Citing Limited Funds for Facilities and Teaching Personnel as a Main Reason Why School Does Not Offer

a Specific Track or Strand, by Survey Area (%)

Track NCR Ilocos SurEastern Samar

Davao del Sur All

Academic 48.4 68.3 40.1 62.0 54.1Accountancy, business, and management strand

21.4 62.3 37.6 39.9 40.0

Humanities and social sciences strand

30.8 51.5 34.0 49.5 41.0

Science, technology, engineering, and mathematics strand

43.1 66.9 39.0 55.4 50.3

General academic strand 28.5 59.4 24.1 51.3 37.8Pre-baccalaureate maritime 37.6 40.8 22.1 44.0 36.5Technical or vocational 44.4 53.0 44.7 64.8 49.8Agri-fishery arts 36.9 36.0 46.8 47.6 39.8Home economics 40.0 62.9 51.0 60.7 50.3Information and communication technology

42.7 57.7 52.3 67.3 51.6

Industrial arts 41.6 40.0 41.7 55.1 43.0Technical-vocational and livelihood maritime

38.3 40.6 33.1 56.7 40.7

Livelihood 39.7 49.4 38.0 45.7 42.8Sports 39.0 37.6 38.1 45.8 39.5Arts and design 39.4 36.8 34.8 42.2 38.3



Table 11.b: Proportion of Schools with Available Funding that Cite Difficulty Finding Specialized Teaching Personnel as One of the Main Reasons for Not Offering

a Specific Track or Strand, by School Type (%)

Track Public Private AllAcademic 15.6 35.1 25.5Accountancy, business, and management strand 14.3 22.7 18.1Humanities and social sciences strand 12.1 5.5 9.6Science, technology, engineering, and mathematics strand

11.6 8.6 10.2

General academic strand 12.5 24.3 18.7Pre-baccalaureate maritime 7.3 11.5 9.4


Track Public Private AllTechnical or vocational 12.0 7.6 9.8Agri-fishery arts 7.7 1.7 4.5Home economics 8.8 1.3 4.6Information and communication technology 9.2 3.4 6.3Industrial arts 7.3 1.6 4.2Technical-vocational and livelihood maritime 6.9 1.8 4.3Livelihood 8.4 4.7 6.5Sports 7.7 8.0 7.9Arts and design 7.7 8.3 8.0


Table 11.b continued

Table 11.c: Proportion of Schools with Available Funding that Cite Difficulty Finding Specialized Teaching Personnel as One of the Main Reasons

for Not Offering a Specific Track or Strand, by Survey Area (%)

Track NCR Ilocos SurEastern Samar

Davao del Sur All

Academic 35.1 18.1 21.3 17.8 25.5Accountancy, business, and management strand

30.4 5.8 16.5 17.6 18.1

Humanities and social sciences strand

7.0 1.5 19.1 17.4 9.6

Science, technology, engineering, and mathematics strand

10.6 0.0 15.8 19.2 10.2

General academic strand 25.5 6.8 26.8 3.4 18.7Pre-baccalaureate maritime 8.0 16.8 2.5 8.9 9.4Technical or vocational 6.3 11.7 7.6 18.2 9.8Agri-fishery arts 1.8 11.1 0.9 4.0 4.5Home economics 1.3 6.2 2.8 17.9 4.6Information and communication technology

3.1 10.8 2.3 12.3 6.3

Industrial arts 2.1 6.6 2.9 8.1 4.2Technical-vocational and livelihood maritime

1.7 6.3 0.9 12.0 4.3

Livelihood 2.5 10.0 6.2 11.6 6.5Sports 7.9 5.2 6.1 14.5 7.9Arts and design 7.9 5.3 6.1 15.3 8.0


Key Findings 49

Tracks and strands not offered due to limited student demand. Another factor for the non-offering of certain SHS tracks is the limited student demand for these tracks. Overall, 49% of schools cited the lack of demand from students in arts and design closely followed by TVL maritime and agri-fishery arts (both at 48%). Figures 24.a and 24.b further disaggregate estimates by public and private schools. Among public schools, they decided not to offer pre-baccalaureate

Figure 24.a: Proportion of Public Schools Citing Limited Demand from Students as One of the Main Reasons Why School Does Not Offer a Specific Track or Strand

(%)

TVL = technical-vocational livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

24.8

29.3

30.1

33.5

36.5

36.9

38.1

39.8

41.6

41.9

43.2

43.4

50.3

0 10 20 30 40 50 60

Home economicsInformation and communication technology

General academic strand

Accountancy, businessand management strand

Industrial artsHumanities and social science strand

Livelihood

Science, technology and engineeringand mathematics strand

Agri-fishery artsSports

TVL maritimeArts and design

Pre-baccalaureate maritime

Figure 24.b: Proportion of Private Schools Citing Limited Demand from Students as One of the Main Reasons Why School Does Not Offer a Specific Track or Strand

(%)

TVL = technical-vocational livelihood.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

31.941.3

43.444.946.0

48.651.751.852.5

54.054.5

55.1

0 10 20 30 40 50 60

Science, technology and engineeringand mathematics strand

Accountancy, businessand management strand

Information and communication technologyPre-baccalaureate maritime

General academic strandHome economics

LivelihoodSports

Humanities and social science strandTVL maritime

Agri-fishery artsArts and design

57.1Industrial arts


maritime (50%), arts and design (43%), and TVL maritime (43%) since they were not able to get enough students enrolling in these tracks. Private schools, on the other hand, opted not to open academic and industrial arts tracks (both at 57%) and arts and design track (55%) since there were very few students who expressed interest in the said tracks.

Impact of student interest on tracks offered. Student interest influences the schools’ track offering. In NCR, schools noted the lack of demand for academic (58%), HUMSS (57%), and home economics (53%) tracks as the reason for not offering these tracks.

In Ilocos Sur, schools decided not to offer arts and design (57%), sports (56%), and industrial arts (53.%) tracks due to limited student demand.

About 60% of schools in Eastern Samar did not offer pre-baccalaureate maritime, 50% opted out of TVL maritime, and 44% skipped the arts and design track.

Davao del Sur also observed the limited demand for agri-fishery arts (48%), pre-baccalaureate maritime (47%), and GAS (45%) and decided not to offer these tracks.

Differences in constraints confronted by public and private schools. Public and private schools face varying major constraints. The number of classrooms and adequacy of facilities is the major constraint among public schools (43%), followed by the lack of teachers (29%), and the application requirements to be able to offer different SHS tracks (18%) (Table 12.a). Among private schools, limited student enrollment is considered as the top constraint (33%), followed by the application requirements to be able to offer different SHS tracks (13%), and number of classrooms and adequacy of facilities (13%).

The number of classrooms and adequacy of facilities remains to be in the top three major constraints cited by the schools, followed by limited student enrollment and the lack of teachers (Table 12.b). NCR reported limited student enrollment (35%), lack of classrooms and inadequacy of school facilities (22%), and the lack of application requirements to offer SHS tracks (16%) to be the major constraints for schools. In Eastern Samar, schools noted the lack of application requirements to be

Table 12.a: Proportion of Schools Citing a Specific Issue as a Major Constraint for the School, by School Type

(%)

Issue or Type of Constraint Public Private AllNumber of classrooms and adequacy of facilities 43.1 12.7 27.8 Limited student enrollment 8.5 32.9 20.8 Lack of teachers 28.6 7.5 18.0 Application requirements to be able to offer different SHS tracks

17.5 13.2 15.3

High student enrollment 6.6 11.4 9.0 Schedule of disbursement of subsidies for voucher or ESC recipients

3.0 4.1 3.6

ESC application requirements 2.5 2.8 2.7 Others 5.4 3.5 4.4

ESC = educational service contracting, SHS = senior high school.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Key Findings 51

Table 12.b: Proportion of Schools Citing a Specific Issue as a Major Constraint for the School, by Survey Area

(%)

Issue or Type of Constraint NCR Ilocos SurEastern Samar

Davao del Sur All

Limited student enrollment 35.3 19.9 – 10.0 20.8Number of classrooms and adequacy of facilities 21.7 42.6 23.5 23.5 27.8Application requirements to be able to offer different SHS tracks 16.1 9.5 29.2 6.1 15.3High student enrollment 15.4 3.7 3.7 8.0 9.0Lack of teachers 5.1 42.2 11.4 18.2 18.0ESC application requirements 4.9 0.4 3.3 – 2.7Schedule of disbursement of subsidies for voucher or ESC recipients 4.5 1.2 6.0 2.1 3.6Others 0.8 1.9 2.2 21.2 4.4

– = magnitude equals zero, ESC = educational service contracting, NCR = National Capital Region, SHS = senior high school.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

able to offer different SHS tracks as their key issue (29%), followed by the need for more classrooms and better facilities (24%) and more teachers (11%). Ilocos Sur recorded the limited number of classrooms (43%) as its top constraint while Davao del Sur cited inadequacy of facilities (24%). Ilocos Sur also listed the lack of teachers (42%) and limited student enrollment (20%) as other key concerns, while schools from Davao del Sur shared that the lack of classrooms and facilities (24%) as well as the limited number of teachers (18%) are a major problem.

School transfers

Number of school transferees. Grade 11 has the highest proportion of transferees at 41%, and an even larger percentage of transferees is expected the following school year (2017–2018) as 61% of current grade 10 students have expressed plans of transferring schools the following school year (Figure 25).

More students from urban schools reported to have transferred or have plans to transfer schools compared with those in rural schools. On the other hand, the proportion of students reported to have transferred is higher among those in private schools, while the proportion is higher in public schools for those who are planning to transfer (Table 13).

Preferred track not offered in previous school is the most cited reason for transferring among grade 11 students, while for grades 9 and 10, it is mainly the parents’ decision for reasons unknown to the student. When asked to cite the reason why they transferred schools, 54% of grade 11 students explained that their preferred track was not being offered in their previous school. On the other hand, 49% of grade 9 and 54% of grade 10 students, said that they did not know the parents’ reason for transferring schools. Results also show the importance of students’ or parents’ preference for better school facilities and non-curricular


activities as this was the second most popular reason among transferees for all three grade levels. Financial consideration is also an issue as at least a third of transferees in grades 9 and 10 cited this among the reasons.

Furthermore, “parents’ decision for reasons unknown to the student” and “preference for better facilities and non-curricular activities” are high on the list of reasons for transferring cited by students both in private and public schools, and urban and rural areas. However, “too high school-related expense” seems to be a more common issue for those in public schools and those in rural areas, compared to those private and urban schools. “Better facilities and non-curricular activities” is a more common reason for those in private schools. Among grade 11 transferees, “preferred track not being offered in previous school” is equally a concern both for those in public and private schools as well as for those in urban and rural areas.

Figure 25: Distribution of Transferees and Would-Be Transferees for Each Grade Level

(%)


10.7 10.9 9.5

61.4

40.9

12.4

0

10

20

30

40

50

60

70

Transferred from another school Plans to transfer

Prop

ortio

n of

stud

ents

(%

)

Grade 9 Grade 10 Grade 11

Table 13: Distribution of Transferees and Would-Be Transferees, by Locality and School Type

(%)

Transferred from another school Plans to transfer

Location Type Urban 21.0 29.1 Rural 12.3 18.2 School TypePublic 13.3 30.9 Private 29.8 23.6


Key Findings 53

Reasons for transferring schools according to students. Among those with plans to transfer, “preferred track not offered,” “parents’ decision for reasons unknown to the student,” and “preference for better facilities and non-curricular activities” are the top reasons for planning to transfer. When asked to cite the three major reasons why they plan to transfer schools, grade 10 students identified “preferred track not offered” (59%), “wants better facilities and non-curriculum activities” (47%), and “parents’ decision for reasons unknown to the student” (38%)

Table 14.a: Proportion of Students Citing a Specific Reason for Transferring from Another School, by Grade Level

(%)

Reason Grade 9 Grade 10 Grade 11Top-up expenses (of previous school) are unexpectedly too high, or the voucher amount, ESC subsidies, and/or other scholarship subsidies are unexpectedly not enough to cover all fees in previous school

15.6 21.3 9.8

Expected that school-related expenses (of previous school) are high but can no longer afford

32.6 34.8 14.0

Cannot cope with academic requirements of previous school 15.3 17.9 12.4 Feeling of unbelongingness in previous school 9.2 6.6 2.8 Teachers in previous school did not have technical expertise 4.4 15.0 7.0 Previous school did not offer student’s preferred track 14.3 12.6 54.4 Want to move to a school that offers better facilities and non-curriculum activities

39.8 26.5 47.6

Parents’ or guardians’ reason for wanting to move is unknown 48.5 54.1 44.7 Present school is near home 22.9 21.4 18.9 Other 13.6 11.5 6.6

ESC = education service contracting.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Table 14.b: Proportion of Students Citing a Specific Reason for Transferring from Another School, by Grade Level and School Type

(%)

ReasonGrade 9 Grade 10 Grade 11

Public Private Public Private Public PrivateTop-up expenses (of previous school) are unexpectedly too high, or the voucher amount, ESC subsidies, and/or other scholarship subsidies are unexpectedly not enough to cover all fees in previous school

14.9 17.6 22.8 16.6 10.1 9.7


37.8 18.6 41.7 14.0 26.9 10.4

Cannot cope with academic requirements of previous school

16.6 12.1 16.1 23.4 8.0 13.6



Table 14.c: Proportion of Students Identifying Specific Reasons for Transferring from Another School, by Grade Level and Locality

(%)


Urban Rural Urban Rural Urban RuralTop-up expenses (of previous school) are unexpectedly too high, or the voucher amount, ESC subsidies, and/or other scholarship subsidies are unexpectedly not enough to cover all fees in previous school

16.0 12.4 22.1 12.3 8.3 33.9


31.8 40.2 33.1 54.5 12.9 31.4

Cannot cope with academic requirements of previous school

13.4 33.1 19.3 2.0 12.0 19.4

Feeling of unbelongingness in previous school

8.2 18.6 5.9 15.6 2.8 2.7

Teachers in previous school did not have technical expertise

3.7 10.9 15.6 8.8 6.9 9.7

Previous school did not offer student’s preferred track

15.2 5.5 11.8 21.2 54.8 46.7

Want to move to a school that offers better facilities and non-curriculum activities

39.8 39.7 27.0 20.4 47.8 44.0

Parents’ or guardians’ reason for wanting to move is unknown

47.5 57.4 54.1 53.7 44.6 45.7

Present school is near home 23.8 14.8 22.7 7.3 19.9 2.1 Other 13.5 14.3 11.7 8.8 6.4 10.3



Public Private Public Private Public PrivateFeeling of unbelongingness in previous school

8.9 9.9 3.8 15.1 1.8 3.0

Teachers in previous school did not have technical expertise

1.5 12.2 15.7 13.0 12.7 5.5

Previous school did not offer student’s preferred track

12.7 18.4 13.1 11.1 54.8 54.2


32.7 58.9 19.3 48.0 39.4 49.8

Parents’ or guardians’ reason for wanting to move is unknown

45.2 57.6 51.4 62.1 36.0 47.0

Present school is near home 28.0 9.4 24.6 12.0 8.4 21.8 Other 15.6 8.2 13.9 4.4 4.9 7.1


Table 14.b continued

Key Findings 55

Table 15.a: Proportion of Students Identifying Specific Reasons for Transferring to Another School, by Grade Level

(%)

Reason Grade 9 Grade 10 Grade 11Top-up expenses (of previous school) are unexpectedly too high, or the voucher amount, ESC subsidies, and/or other scholarship subsidies are unexpectedly not enough to cover all fees in previous school

10.4 13.7 14.9


16.1 11.1 20.1

Cannot cope with academic requirements of current school 15.8 11.1 19.1 Feeling of unbelongingness in current school 18.9 11.9 9.1 Teachers in current school do not have technical expertise 8.9 10.5 21.9 Current school does not offer student’s preferred track 32.2 58.5 32.3 Want to move to a school that offers better facilities and non-curriculum activities

30.6 46.6 25.0

Parents’ or guardians’ want to move but their reasons are unknown

49.4 37.5 21.3

Other 15.2 18.9 15.3


among the reasons, while percentages for grade 9 are 32%, 28% for grade 10, and 35% for grade 11 students. It is important to highlight that the majority of grades 9 and 11 students in rural areas cited parents’ decision, while the share in urban areas is less than half.

Differences between parents’ and students’ reported reasons for transferring schools. When asked for their reasons for transferring schools, 29% of students reported the same reasons as parents. Of these reported matched responses, household issues (which typically involved separation of parents and sickness in the family) had the largest proportion at 69%, followed by location (the current school being too far from home as a common reason) with 44%, and the current school not offering the preferred track (which involved some responses highlighting that the current school is not offering SHS) with 39%. It is also noteworthy to emphasize the response choices that were available but had little or no match between student and parent responses. Specifically, students did not agree with parent responses in terms of their belongingness and inability to cope with academic requirements.

As for the main reasons of students with plans of transferring, 34% reported the same reasons as parents. About 68% had to do with the current school not offering the preferred track. The preference for a school with better facilities (44%) and location (18%) are the other reasons that students and parents agree on. It is also interesting to focus on the minimal agreement between students and parents when it came to reasons relating to belongingness (4%), new environment (4%), and the inability to cope with academic requirements (4%).


unexpected events experienced by Households

Impact of unexpected events on households’ education-related decisions. About 45% of sampled households reported that unexpected events affected their education-related decisions. The effect of an unexpected event seems to be most apparent in Eastern Samar (86%), which could be attributed to a relatively recent calamity, followed by Davao del Sur (49%), NCR (42%), and Ilocos Sur (29%) (Figure 26). In terms of locality, generally, more rural households (56%) than urban households (43%) report that unexpected events affected education-related decisions. This trend applies to Davao del Sur (51% rural vs. 47% urban) and Ilocos Sur (38% rural vs. 14% urban) as well. In Eastern Samar, while both rural and urban households posted proportions greater than 80%, the proportion of urban households (89%) is slightly higher than that of rural households (83%).10

10 In the survey instrument used in this study, unexpected events or shocks include the following: (i) drought, flood, or typhoon; (ii) crop disease or pest; (iii) livestock loss; (iv) failure of household-operated business; (v) steep crop price changes; (vi) steep food price changes; (vii) sudden increase of school-related costs; (viii) severe water shortage or electricity problems; (ix) restricted access to markets; (x) chronic or severe illness or accident of household member; (xi) death of a household member; (xii) break-up of the household; (xiii) bushfire or fire; (xiv) dwelling damaged or destroyed; (xv) unplanned pregnancy; (xvi) lawsuits, etc.

Table 15.b: Proportion of Students Identifying Specific Reasons for Transferring to Another School, by Grade Level and Locality

(%)


Urban Rural Urban Rural Urban RuralTop-up expenses (of previous school) are unexpectedly too high, or the voucher amount, ESC subsidies, and/or other scholarship subsidies are unexpectedly not enough to cover all fees in previous school

10.7 7.9 14.2 7.6 15.1 10.2


15.8 18.9 11.1 10.0 20.3 16.0

Cannot cope with academic requirements of current school

15.9 14.9 10.6 18.1 19.4 11.9

Feeling of unbelongingness in current school 18.3 23.7 11.3 19.7 9.1 10.2 Teachers in current school do not have technical expertise

8.5 12.2 10.3 12.8 22.3 13.1

Current school does not offer student’s preferred track

31.7 36.5 58.0 64.9 32.7 24.0


30.3 33.2 45.7 59.3 22.6 72.8

Parents’ or guardians’ want to move but their reasons are unknown

45.7 79.2 37.0 44.2 19.5 56.8

Other 17.1 – 19.9 6.3 15.7 7.9

– = magnitude equals zero, ESC = education service contracting.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

Key Findings 57

Figure 26: Proportion of Households Reporting That an Unexpected Event Affected Education-Related Decisions, by Survey Area

(%)


85.5

48.842.0

28.8

44.6

0

10

20

30

40

50

60

70

80

90

EasternSamar

Davaodel Sur

NCR Ilocos Sur All

Similarly, 46% of households state that unexpected events will continue to affect education-related decisions in the following year. The response is still highest for Eastern Samar with 54% of households reporting the persistence of unexpected events in education-related decisions for the next year, followed by NCR (47%), Davao del Sur (39%), and Ilocos Sur (17%) (Figure 27). Overall, there does not seem to be much difference between rural and urban households regarding whether or not unexpected events will still affect education-related decisions for Eastern Samar

Figure 27: Proportion of Households Reporting That an Unexpected Event Will Still Affect Education-Related Decisions in the Following Year, by Survey Area

(%)


0

10

20

30

40

50

60

EasternSamar

Davaodel Sur

NCR Ilocos Sur All

54.3

46.8

39.1

16.7

45.6


households. For Davao del Sur and Ilocos Sur, more rural households believe that unexpected events will still affect decisions in the following year.

Insights from the Currently employed

Perceived usefulness of formal education to current work. Overall, the majority of adult household respondents find their formal education to be either useful or very useful in their current primary work. In particular, about 26% find it very useful and 39% find it useful, while only a small portion (14%) think it is not useful at all (Figure 28). The same trend applies across locality and areas except in Eastern Samar, where more workers find their formal education to be very useful in their current primary work (40%).

Many household respondents think they are overqualified for their current job functions, with percentages ranging from 46% to 58% across provinces (Figure 29).

On the other hand, about a quarter of workers feel they are educationally underqualified for their current job (Figure 30). This is lowest in Ilocos Sur (21%), while the rest of the areas have shares of more than 25%.

On average, roughly 30% of workers are in their desired career (Figure 31). This is highest in Davao del Sur (34%) and lowest in Eastern Samar (22%).

The majority of those with higher educational attainment reported finding themselves in a career they desire. On average, only 33% of technical and vocational education and training graduates and 42% of college graduates find themselves in their desired career, while 77% of postgraduate graduates claim that their current work is the career they desire (Figure 32). The same pattern

Figure 28: Households’ Assessment of Usefulness of Formal Education in Current Primary Work

(%)


13.5

21.1

38.5

26.2

0.6 0

5

10

15

20

25

30

35

40

45

Not useful at all Somewhat useful Useful Very useful Respondent had no education

Key Findings 59

Figure 29: Proportion of Workers Who Think Their Educational Attainment Exceeds the Minimum Required for Their Current Job, by Survey Area and Locality

(%)


47.6 47.6

54.2

46.349.2

57.5 56.3 56.8

45.848.6 47.1

0

20

40

60

Urban Rural AllNCR Ilocos Sur Eastern Samar Davao del Sur

Figure 30: Proportion of Workers Who Think Their Educational Attainment is Below the Minimum Level for Their Current Job, by Survey Area

(%)


0 10 20 30

25.3NCR

20.7Ilocos Sur

26.4EasternSamar

27.6Davaodel Sur


Figure 31: Proportion of Workers Citing Their Current Work Is Their Desired Career, by Survey Area

(%)


0 10 20 4030

27.1NCR

29.0Ilocos Sur

21.9EasternSamar

34.4Davaodel Sur

Figure 32: Proportion of Workers Citing Their Current Work Is Their Desired Career, by Survey Area and Highest Educational Attainment

(%)

NCR = National Capital Region, TVET = technical and vocational education and training.Source: Authors’ estimates based on Youth Education Investment and Labor Market Outcomes Survey results.

31.8

78.5

25.8

36.740.0

51.2

38.7

51.1

71.6

83.6

100.0

92.1

0

20

40

60

80

100


TVET College Post-graduate

32.7

41.6

76.9

All

Key Findings 61

can be observed in all areas except Ilocos Sur, where a large share of technical and vocational education and training graduates (79%) reported being in their desired career. Also noteworthy is that all postgraduates in Eastern Samar believe that they are in their desired career.

Many workers in high-level jobs claim that they are in their desired career. Professionals have a significantly higher share of such workers (almost two-thirds) compared with managers, technicians and associate professionals, and members of the armed forces. The same trend is true across areas except for Eastern Samar, where a tiny share of clerical support workers and those in the armed forces claimed being in their desired career. The unusually large share (71%) of armed forces members in Davao del Sur who say that they are in their desired career is also worth noting.

About two in five workers (41%) in the top income quintile also reported being in careers they desire (Figure 33). Workers in the upper 40% of annual income distribution have higher shares of workers in their desired career than those in the lower 60%.

Figure 33: Proportion of Workers Citing Their Current Work Is Their Desired Career, by Income Quintile

(%)


23.7

16.9

19.9

31.4

40.8

0 10 20 30 40 50

Quintile 1

Quintile 2

Quintile 3

Quintile 4

Quintile 5

62

IvSummary

The introduction of the Senior High School program in the Philippines is the latest in a series of reform initiatives comprising the multiphase implementation of the K to 12 Basic Education Program, which is meant to better prepare graduates for both postsecondary education and employment. SHS requires students and their families to new and make additional decisions about educational investment and potential career planning. These decisions include which SHS tracks to take and they must be considered 2 years before the completion of basic education. Although the CGPs for SHS have been instituted to help guide students and their families through this process, there is a need to look more closely and systematically at how such critical educational decisions, which can impact long-term labor market outcomes in the Philippines, are made.

These considerations were explored through the Youth Education Investment and Labor Market Outcomes Survey (YEILMOS), conducted by ADB and DepEd. It surveyed a total of 238 schools, 3,172 students, and 2,819 households to gather baseline data on factors that influence youth education investment decisions and career expectations, and to explore how such choices affect subsequent labor market outcomes.

The aim of the YEILMOS was to inform the policy and program initiatives that will help students and their families make informed educational decisions and set out effective career plans, through CGPs for SHS. This section therefore highlights selected survey findings and puts forward related policy implications grouped into the following clusters: (i) insights from those currently employed, (ii) factors that students and their families take into account when making educational investment and career planning decisions, (iii) primary sources of information when making educational investment and career planning decisions, and (iv) other contextual considerations and resource complementarity.

The first cluster summarizes survey findings about the working population’s employment outcomes and how they are aligned with the educational investments made by those currently employed. The extend to which their education investments are reciprocated with commensurate socioeconomic returns could be incorporated into the design of programs that aim to better align educational investment with employment outcomes for the younger generation. The second and third clusters directly answer the study’s main research questions on factors that shape educational investment and career planning decisions and sources of career information. These topics provide information on whether educational and career planning decisions are well-informed, while also suggesting ways to ensure that there is a seamless flow of adequate information that can better inform such decisions. The fourth cluster addresses constraints that schools, students, and their families confront when making educational and career decisions. Identifying bottlenecks and how they could be addressed will place Filipino youths and their families in a good position to make optimal decisions with the support of schools.

Summary 63

Insights from Currently employed Adults• Among those currently employed, many adults interviewed as part of the YEILMOS

indicated that their education was at least useful in their current employment, but that they were also overqualified for their current jobs. This points to a misalignment of credentials and jobs. It is clear that higher education is important to future employment. However, the quality of jobs offered in the Philippines also needs to be examined. Matching the quality, level, and nature of education to the jobs available, both in the present day and in the future, requires a more nuanced policy that ideally involves all sectors of society. Employers, in particular, should be involved in crafting qualification standards and career guidance information to deliver better labor market outcomes.11

• Those with higher education and earning higher incomes, perhaps not surprisingly report higher job satisfaction and better alignment of credentials to job description. These people should be further surveyed so that lessons can be derived from their experiences, particularly in the ways they leverage their education, their incomes, and presumably their social networks to access better employment opportunities.

Considerations in Making educational Investment and Career planning Decisions

• Many SHS students in the Philippines opt to take the academic track, with the expectation of proceeding to college after high school. Parents share the same expectations for choosing tracks and planning for college. Policy initiatives should endeavor to meet student and parental expectations by ensuring access to relevant information on track choices and postsecondary options. Such policy initiatives should aim to shift mindsets and be able to demonstrate to students and their parents the viability of tracks other than the academic one. They should support alternative tracks and postsecondary options by providing information on economic trends and labor market outcomes.

• In terms of employment, traditional professions are still most desired by both parents and students. Many parents also expect their children to stay in the city and be earning above the minimum wage by the age of 30. These expectations need to be aligned with recent labor market trends of automation, artificial intelligence, rapid innovation, job mobility, and government development targets. The government must design and implement policy initiatives that explore how these expectations, particularly those of the parents, can be better informed.

• Personal attributes and skills, availability of educational options, household issues, and financial considerations are usually cited as the reasons for choosing an SHS track, a college major, or a school. While schools and CGPs can influence decisions related to personal attributes and skills, they may have difficulty addressing the other three reasons, which are all driven by external factors. However, this should not preclude the implementation of policy initiatives that meet these macroeconomic considerations. Career guidance activities should give more emphasis on financial aid opportunities and educational options beyond SHS. Parental involvement in career guidance should be increased to minimize household issues that prevent students from successfully transitioning to further education or desired careers.

11 There are policies that act on labor demand, i.e., policies that influence what types of jobs are created. These lie outside the scope of the education sector and are outside the scope of this study.


• Economic shocks and natural disasters are reported to continually affect education decisions. Resilience initiatives therefore need to be explored. As in the case of Eastern Samar, these initiatives cannot be successfully implemented by one entity alone and require a whole-of-society approach.

primary Sources of Information When Making educational Investment and Career planning Decisions

• Immediate family members and social circles are frequently cited by students and parents as the main influencers when discussing education choices and career planning. For schools, the primary sources of information on further education are the universities and/or tertiary education institutions. Family members, especially parents, and social circles therefore need to be factored into career guidance activities. Schools, meanwhile, need to build strong partnerships with tertiary institutions and share information on accessibility and standards to help students transition to their desired postsecondary option.

• When asked about what information they received (or hoped to receive) when helping to choose careers for their children, parents cited information on courses or occupations that matched the skills and interests of their children. This points to a need for policy initiatives that would help broaden the minds of parents by offering information that takes into account labor market trends and possible future shifts in employment demand.

• While the National Career Assessment Examination is seen as an important and objective tool to help students identify their true skills and interests, it is not used optimally. The benefits of the examination should be given more prominence and schools should endeavor to adequately explain its results to students, thereby providing a broader perspective on positive personal attributes and career prospects.

• In CGPs, details on postsecondary outcomes (e.g., tertiary education options or employment trends) and financial aid are often sidelined in favor of information based on personal aspirations or preferences. Clearly, sound knowledge of tertiary education and/or future jobs could help guide students in their choice of SHS tracks. As such, policy initiatives should balance and respond to both presently held aspirations and future labor market demand. Information on financial aid, which is cited as an important consideration in plans to pursue postsecondary education, should be widely disseminated and made easily available.

• Career guidance activities that require significant resources and access to employers or industry groups are more readily available in private and urban schools. Policy initiatives should endeavor to address these resource shortfalls and access gaps to ensure that public and rural schools are not left behind.

other Contextual Considerations and resource Complementarity

• Throughout the Philippines, financial aid opportunities for education, such as the educational-service-contracting schools and vouchers, are not accessed by students because of a lack of information or perceived high barriers. It is evident that these informational gaps need to be bridged. Policy measures, such as informing parents

Summary 65

of actual costs of college and helping them with the application process for financial aid, have improved enrollment levels and longevity of schooling in other countries and should be explored in the Philippines.

• Many students cite the availability of certain SHS tracks as the primary reason for transferring schools. However, since changing schools could be detrimental to a student’s welfare by disrupting his or her momentum and/or diminishing his or her sense of belonging, school transfers should be carefully examined. Ideally, schools should endeavor to provide as much variety as possible in the SHS tracks offered to accommodate their students. To maximize resources, however, the government should pilot initiatives that explore resource complementarity between and among public and private and rural and urban schools. One such initiative is the clustering of schools to ensure wide reach and high quality. Additionally, support for transferring students should also be strengthened to boost educational continuity and ensure a sense of belonging.

• A school’s ability to offer different SHS tracks is affected by various factors such as lack of funds, difficulty in finding specialized teaching personnel, limited student demand, etc. Survey data demonstrate a reduced ability to offer all tracks for public schools compared to private schools, and for rural schools compared to urban schools. There is a need to develop policies for complementarity and resource-sharing between school types and localities to ensure that choice is maximized for all students. The first step is to provide better data on student demand and mobility as well as teaching personnel requirements, so that adequate funds can be allocated across the education system.

potential Areas for Future researchThe YEILMOS was designed to collect baseline information on factors that shape youth education investment decisions and career expectations. It is intended to provide well-founded input for education policy, particularly efforts to improve existing CGPs. Through follow-up data collection activities, this objective may be expanded to examine how the implementation of the K to 12 Basic Education Program can be further enhanced. For instance, tracking baseline survey respondents after they complete SHS, will allow researchers to gauge how SHS track preferences affect student performance in postsecondary education. Do college students who took the academic track in SHS tend to perform better than those who took nonacademic tracks? Are those who took nonacademic tracks any better equipped with practical skills that increase their likelihood of getting jobs right after SHS? With recent statistics suggesting that a non-trivial number of Filipino students drop out of secondary school before completing it, tracking of students over time and monitoring drop-out behavior may be especially important in helping future SHS students to choose tracks or schools that better match their preferences, which may ultimately reduce drop-out rates. In addition, future data-collection activities may test different models for providing career guidance information. Results from such an analytical exercise may be used to develop ways to standardize and consistently deliver information that is relevant depending on each student’s interests, skills, and employment aspirations as well as desired labor market outcomes for the Philippines. Furthermore, data-collection activities may be designed to test how programs that provide financial assistance to students and their families evolve over time as well as exploring how such changes to such programs affect education outcomes and fulfill labor market demand.

66

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NO

TE):

7. N

AM

E O

F PR

INC

IPA

L:8.

PRI

NC

IPA

L PH

ON

E N

UM

BER:

9. A

LTER

NA

TIVE

PH

ON

E N

UM

BER:

10. G

PS C

OO

RDIN

ATE

S FO

R SC

HO

OL

N=1

S=2

MLA

T.

LON

G.

SECT

ION

A2:

IDEN

TIFI

CATI

ON

PA

RTIC

ULA

RS1.

NA

ME

OF

ENU

MER

ATO

R: 9

. N

AM

E O

F SU

PERV

ISO

R:2.

EN

UM

ERA

TOR

CO

DE:

10. S

UPE

RVIS

OR

CO

DE:

3. E

NU

MER

ATO

R SI

GN

ATU

RE:

11. S

UPE

RVIS

OR

SIG

NA

TURE

:4.

D

ATE

OF

INTE

RVIE

W:

12. D

ATE

OF

VERI

FIC

ATI

ON

:5.

TIM

E O

F IN

TERV

IEW

(STA

RT):

13. C

ALL

BAC

K N

EED

ED:

6.

TIM

E O

F IN

TERV

IEW

(EN

D):

7. S

TATU

S O

F Q

UES

TIO

NN

AIR

E:14

. STA

TUS

OF

QU

ESTI

ON

NA

IRE:

YOU

TH E

DU

CATI

ON

INVE

STM

ENT

AN

D L

ABO

R M

ARK

ET O

UTC

OM

ES S

URV

EY

SCH

OO

L Q

UES

TIO

NN

AIR

E

D

REM

ARK

S BY

SU

PERV

ISO

R:8.

R

EMA

RKS

BY E

NU

MER

ATO

R:

1 = Y

ES

2 =

NO

1= Q

UES

TIO

NN

AIR

E CO

MPL

ETED

2

= Q

UES

TIO

NN

AIR

E PA

RTLY

FIL

LED

3

= O

THER

(SPE

CIFY

)

1 = Q

UES

TIO

NN

AIR

E CO

MPL

ETED

2

= Q

UES

TIO

NN

AIR

E PA

RTLY

FIL

LED

3

= O

THER

(SPE

CIFY

)

APP

END

IX 1:

Sch

ool Q

uest

ionn

aire

Appendix 1 67

SECT

ION

A: C

HA

RACT

ERIS

TICS

OF

SCH

OO

L

Gra

de 9

Gra

de 10

Gra

de 11

Gra

de 9

Gra

de 10

Gra

de 11

Gra

de 9

Gra

de 10

Gra

de 11

Gra

de 9

Gra

de 10

G

rade

11G

rade

9G

rade

10

Gra

de 11

Lim

ited

fund

s to

pro

vide

en

ough

fa

cilit

ies a

nd

teac

hing

pe

rson

nel

Fund

s are

av

aila

ble

but

cann

ot fi

nd

enou

gh

spec

ializ

ed

teac

hing

pe

rson

nel f

or

this

track

/ st

rand

Lim

ited

dem

and

from

st

uden

ts

ACA

DEM

IC [

] [

] [

] [

]A

CCO

UN

TAN

CY, B

USI

NES

S an

d M

AN

AG

EMEN

T(A

BM) S

TRA

ND

[ ]

[ ]

[ ]

[ ]

HU

MA

NIT

IES

and

SOCI

AL

SCIE

NCE

(HU

MSS

) STR

AN

D [

] [

] [

] [

]SC

IEN

CE,T

ECH

NO

LOG

Y an

d EN

GIN

EERI

NG

and

MA

THEM

ATI

CS(S

TEM

) STR

AN

D [

] [

] [

] [

]G

ENER

AL

ACA

DEM

IC S

TRA

ND

[ ]

[ ]

[ ]

[ ]

PRE-

BACC

ALA

URE

ATE

MA

RITI

ME

[ ]

[ ]

[ ]

[ ]

TECH

NIC

AL

/ VO

CATI

ON

AL

[ ]

[ ]

[ ]

[ ]

AG

RI-F

ISH

ERY

ART

S [

] [

] [

] [

]H

OM

E EC

ON

OM

ICS

[ ]

[ ]

[ ]

[ ]

INFO

RMA

TIO

N A

ND

CO

MM

UN

ICA

TIO

N T

ECH

NO

LOG

Y(IC

T) [

] [

] [

] [

]IN

DU

STRI

AL

ART

S [

] [

] [

] [

]TV

L M

ARI

TIM

E [

] [

] [

] [

]LI

VELI

HO

OD

[ ]

[ ]

[ ]

[ ]

SPO

RTS

[ ]

[ ]

[ ]

[ ]

ART

S A

ND

DES

IGN

[ ]

[ ]

[ ]

[ ]

OTH

ER, S

PECI

FY__

____

___

9e. I

f you

thin

k tha

t lim

ited

fund

ing

is on

e of

th

e m

ain

reas

ons w

hy

your

scho

ol d

oes n

ot

curre

ntly

offe

r thi

s tra

ck

/ stra

nd, a

ppro

ximat

ely

how

muc

h ad

ditio

nal

fund

ing

(per

scho

ol

year

) you

thin

k is

need

ed fo

r you

r sch

ool

to b

e ab

le to

offe

r thi

s tra

ck?

9f. I

f you

thin

k tha

t lac

k of

spec

ializ

ed te

ache

rs is

on

e of

the

mai

n re

ason

s w

hy yo

ur sc

hool

doe

s not

cu

rrent

ly of

fer t

his t

rack

/ st

rand

, app

roxim

atel

y ho

w m

any a

dditi

onal

sp

ecia

lized

teac

hing

pe

rson

nel y

ou th

ink a

re

need

ed fo

r you

r sch

ool

to b

e ab

le to

offe

r thi

s tra

ck?

9g. I

f you

thin

k tha

t lim

ited

dem

and

from

st

uden

ts is

one

of t

he

mai

n re

ason

s why

your

sc

hool

doe

s not

cur

rent

ly of

fer t

his t

rack

/ st

rand

, ap

prox

imat

ely h

ow m

any

stud

ents

you

thin

k are

ne

eded

for y

our s

choo

l to

be

able

to o

ffer t

his

track

?

8a. H

ow m

any s

tude

nts e

nrol

led

at th

e be

ginn

ing

of th

e sc

hool

year

?8b

. How

man

y stu

dent

s who

enr

olle

d at

the

begi

nnin

g of

the

scho

ol ye

ar le

ft be

fore

the

end

of th

e sc

hool

year

?

8c. H

ow m

any s

tude

nts t

rans

ferre

d to

yo

ur sc

hool

in th

e m

iddl

e of

the

scho

ol

year

?

9a. W

hich

trac

ks a

nd st

rand

s doe

s you

r sch

ool o

ffer?

(Ple

ase

tick t

he p

rogr

ams t

hat y

our s

choo

l offe

rs)

9b. F

or e

ach

track

and

stra

nd th

at yo

ur

scho

ol o

ffers

, kin

dly p

rovi

de th

e nu

mbe

r of t

each

ers a

vaila

ble

for e

ach

grad

e

9c. H

ow m

any t

each

ers h

ave

Indu

stry

Ex

perie

nce

(>=

3 yea

rs p

rofe

ssio

nal

expe

rienc

e –

TVET

Onl

y)?

9d. P

leas

e tic

k the

mai

n re

ason

s why

your

scho

ol

does

not

offe

r thi

s tra

ck?

Vouc

her r

ecip

ient

sES

C gr

ante

es

GRA

DE

10G

RAD

E 9

7. H

ow m

any h

ave

pass

ed th

e lic

ensu

re

exam

?

6 .H

ow m

any t

each

ers

have

a m

aste

rs in

ed

ucat

ion/

peda

gogy

as

thei

r mai

n fie

ld o

f stu

dy?

5. H

ow m

any t

each

ers h

ave

a m

aste

r(s)

deg

ree

or

high

er?

4. H

ow m

any t

each

ers h

ave

at le

ast a

bac

helo

r’s d

egre

e?3.

How

man

y tea

cher

s hav

e an

ass

ocia

te d

egre

e (b

ut n

ot

a ba

chel

or’s

degr

ee)?

PERM

AN

ENT/

Dep

Ed-f

unde

d

1. H

ow m

any t

each

ers t

each

for e

ach

of th

e fo

llow

ing

grad

es?

GRA

DE

11

TEM

PORA

RY/L

GU

-fun

ded

2. H

ow m

any t

each

ers h

ave

at

leas

t 5 ye

ars o

f ind

ustry

ex

perie

nce?

All SE

CTIO

N A

: CH

ARA

CTER

ISTI

CS O

F SC

HO

OL

Appendix 168

14. H

ow a

re st

uden

ts a

lloca

ted

into

diff

eren

t sec

tion?

1 = S

tude

nts a

re ra

ndom

ly al

loca

ted

2 =

Acc

ordi

ng to

dat

e of

enr

ollm

ent (

first

com

e, fi

rst s

erve

bas

is)3 =

Acc

ordi

ng to

aca

dem

ic a

ptitu

de4

= S

tude

nts w

ho a

re E

SC g

rant

ees /

vou

cher

reci

pien

ts a

re g

roup

ed in

a se

para

te se

ctio

n

Shift

1Sh

ift 1

Shift

2Sh

ift 2

Shift

3Sh

ift 3

Shift

4Sh

ift 4

Shift

1Sh

ift 1

Shift

2Sh

ift 2

Shift

3Sh

ift 3

Shift

4Sh

ift 4

Shift

1Sh

ift 1

Shift

2Sh

ift 2

Shift

3Sh

ift 3

Shift

4Sh

ift 4

Shift

1Sh

ift 1

Shift

2Sh

ift 2

Shift

3Sh

ift 3

Shift

4Sh

ift 4

18. H

ow fa

r is t

his s

choo

l fro

m:

19. D

oes y

our s

choo

l fac

e an

y con

stra

ints

with

the

follo

win

g?

[Rec

ord

dist

ance

in K

ilom

eter

s]

Clos

est m

arke

tCl

oses

t ci

nem

a ha

llCl

oses

t co

llege

or

univ

ersit

y

Lack

of

Teac

hers

Lim

ited

Stud

ent

Enro

llmen

t

Hig

h St

uden

t En

rollm

ent

ESC

App

licat

ion

Requ

irem

ents

App

licat

ion

Requ

irem

ents

to

be

able

to

offe

r diff

eren

t SH

S tra

cks

Oth

er S

peci

fy)

23. H

ow m

any p

rivat

e se

cond

ary

scho

ols w

ithin

45

min

utes

of d

rivin

g di

stan

ce o

ffer t

he sa

me

cour

ses,

if at

al

l?

17. W

hat t

ime

does

scho

ol e

nd fo

r eac

h of

the

shift

s15

. Num

ber o

f shi

fts t

his s

choo

l ope

rate

s und

er?

16. W

hat t

ime

does

scho

ol st

art f

or e

ach

of th

e sh

ifts

20. A

ppro

ximat

ely,

how

man

y pub

lic

seco

ndar

y sch

ools

are

with

in 4

5 m

inut

es o

f dr

ivin

g di

stan

ce fr

om th

is sc

hool

(via

mos

t co

mm

on v

ehic

le u

sed

to c

omm

ute

in th

is ar

ea)?

21. H

ow m

any p

ublic

seco

ndar

y sch

ools

with

in 4

5 m

inut

es o

f driv

ing

dist

ance

offe

r th

e sa

me

cour

ses a

s you

r sch

ool, i

f at a

ll?

22. A

ppro

ximat

ely,

how

man

y priv

ate

seco

ndar

y sch

ools

are

with

in 4

5 m

inut

es

of d

rivin

g di

stan

ce fr

om th

is sc

hool

?

13. W

hat r

esou

rces

are

use

d fo

r upd

atin

g th

e TV

ET

curri

culu

m (c

heck

all t

hat a

pply)

11. W

hat r

esou

rces

are

use

d fo

r upd

atin

g th

e cu

rricu

lum

(che

ck a

ll tha

t app

ly)12

. How

ofte

n is

the

TVET

cur

ricul

um

upda

ted

by th

e sc

hool

?

Clos

est p

ublic

tran

spor

tatio

n te

rmin

alCl

oses

t bus

ines

s dist

rict

Sche

dule

of d

isbur

sem

ent o

f su

bsid

ies f

or v

ouch

er/E

SC

reci

pien

ts

Num

ber o

f cla

ssro

oms

and

adeq

uacy

of f

acilit

ies

10. H

ow o

ften

is th

e ge

nera

l cur

ricul

um

upda

ted

by th

e sc

hool

?

Gra

de

Gra

de 9

Gra

de 10

Gra

de 11

Gra

de 12

1 = N

ever

2

= W

hen

Dep

Ed st

anda

rds a

re u

pdat

ed

3 =

Year

ly

1 = F

orm

al c

onsu

ltatio

ns w

ith te

ache

rs

2 =

Dep

Ed g

over

nmen

t edu

catio

nal

prac

tice

mat

eria

l 3

= In

tern

atio

nal e

duca

tiona

l pra

ctic

e m

ater

ial

4 =

Out

side

advi

sors

5

= Co

nsul

tatio

n w

ith p

rivat

e se

ctor

1 = N

ever

2

= W

hen

Dep

Ed st

anda

rds a

re

upda

ted

3 =

Year

ly

1 = F

orm

al c

onsu

ltatio

ns w

ith te

ache

rs

2 =

Nat

iona

l edu

catio

nal p

ract

ice

mat

eria

l 3

= In

tern

atio

nal e

duca

tiona

l pra

ctic

e m

ater

ial

4 =

Out

side

advi

sors

5

= Co

nsul

tatio

n w

ith p

rivat

e se

ctor

indu

stry

1 = N

o co

nstr

aint

2

= M

inor

Con

stra

int

3 =

Mod

erat

e Co

nstr

aint

4

= M

ajor

Con

stra

int

Appendix 1 69SE

CTIO

N B

: SCH

OO

L M

AN

AG

EMEN

T

Q5.

Wha

t are

the

crite

ria fo

r hiri

ng te

ache

rs? (

Rank

all t

hat a

pply)

Oth

ers:

Q6.

Wha

t are

the

five

issue

s mos

t com

mon

ly ra

ised

durin

g the

par

ent m

eetin

gs? I

dent

ify a

t mos

t fiv

e iss

ues.

Q1.

Is th

ere

a Pa

rent

-Tea

cher

A

ssoc

iatio

n (P

TA) f

or th

is sc

hool

?

Q2.

How

ofte

n do

es th

e PT

A m

eet?

Q3.

How

ofte

n ar

e st

aff m

eetin

gs h

eld

betw

een

you

and

teac

hers

of t

he sc

hool

?Q

4. H

ow o

ften

is th

e sc

hool

usu

ally

visit

ed

by a

n of

ficia

l fro

m D

epEd

?

1 = Y

es

2 =

No ►

Q3

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e pe

r ter

m

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

1 = P

asse

d th

e lic

ensu

re e

xam

2

= Co

mpl

eted

Bac

helo

r’s in

Edu

catio

n 3 =

Indu

stry

exp

erie

nce

4 =

Reco

mm

enda

tion

5 =

Non

e Ra

nk 1:

___

____

____

___

Rank

2: _

____

____

____

_ Ra

nk 3

: ___

____

____

___

Rank

4: _

____

____

____

_

1 = T

each

er P

erfo

rman

ce

2 =

Stud

ent A

tten

danc

e 3

= St

uden

t Per

form

ance

4

= O

ther

aspe

cts o

f tea

cher

beh

avio

r 5

= D

istrib

utio

n of

Sch

olar

ship

s/G

rant

s 6

= D

istrib

utio

n of

boo

ks

7 =

Scho

ol in

frast

ruct

ure

8 =

Scho

ol m

ater

ials

9 =

Stud

ent T

each

er R

atio

10

= S

choo

l fin

ance

s 11

= S

choo

l per

form

ance

12

= C

aree

r gui

danc

e co

unse

lling

13

= C

ours

e of

ferin

gs fo

r SH

S

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e pe

r ter

m

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e pe

r ter

m

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

SECT

ION

B: S

CHO

OL

MA

NA

GEM

ENT

Appendix 170

SECT

ION

C: S

CHO

OL

FIN

AN

CES

3a (1

- Yes

, 2 –

N

o Sk

ip to

Q3c

)3b

(PhP

)3c

(1- Y

es, 2

–

No

Skip

to Q

3e)

3d (P

hP)

3e (

1- Ye

s, 2 –

N

o Sk

ip to

Q4)

3f (P

hP)

4a (1

- Yes

, 2 –

N

o Sk

ip to

Q6)

4b (P

hP6a

6b6c

6d6e

Gra

de 9

Gra

de 10

Gra

de 11

Q5.

Did

the

scho

ol re

ceive

the

follo

win

g mat

eria

ls fro

m n

on-

gove

rnm

ent a

nd n

on-h

ouse

hold

sour

ces i

n th

e pr

evio

us

acad

emic

year

?

Q6.

Doe

s the

scho

ol

keep

a fo

rmal

ac

coun

ting

and

audi

t re

cord

of i

ts

expe

nditu

re?

Q1. D

oes t

his s

choo

l col

lect

an

y sch

ool f

ees f

rom

the

pare

nts?

Q2a

. How

muc

h ar

e th

e sc

hool

fees

(tui

tion)

for a

stud

ent (

PHP)

for a

full-

acad

emic

year

?

In p

arts

(a)

& (c

) & (e

) e

nter

the

code

and

in p

arts

(b)

& (d

) & (f

) rec

ord

the

amou

nt (P

hP)

Q4.

Did

this

scho

ol re

ceive

an

y mon

ey fr

om th

e no

n-go

vern

men

t and

non

-ho

useh

old

sour

ces i

n th

e la

st

acad

emic

year

?

Capi

tatio

n gr

ant (

Dep

Ed n

on-

ESC)

, e.g.

, MO

OE,

etc

.Fo

r PRI

VATE

scho

ols o

nly:

Capi

tatio

n gr

ant (

Dep

Ed

ESC)

Oth

er gr

ants

(spe

cify

; e.g.

LG

U-p

rovid

ed gr

ant)

Q3.

Did

this

scho

ol re

ceive

any c

ash

gran

ts fr

om th

e go

vern

men

t in

the

last

acad

emic

ye

ar?

Q2a

. On

top

of th

e sc

hool

fees

, on

the

aver

age,

how

muc

h ar

e th

e ot

her

expe

nses

that

stud

ents

nee

d to

incu

r thr

ough

out t

he fu

ll-ac

adem

ic ye

ar

(boo

ks, s

choo

l sup

plie

s, un

iform

, stu

dy tr

ips,

etc)

?

GRA

DE

11G

RAD

E 10

Q7.

For P

RIVA

TE sc

hool

s onl

y: W

hat i

s the

av

erag

e te

ache

r wag

e pe

r mon

th o

f ful

l-tim

e te

ache

rs at

the

follo

win

g lev

els?

(if p

ublic

sc

hool

skip

to n

ext m

odul

e)

Text

book

sTe

ache

r tra

inin

gBu

ildin

g su

pplie

sFo

od fo

r st

uden

tsO

ther

sc

hool

su

pplie

s

Supe

rviso

r/Hea

d te

ache

rM

id-le

vel

Entry

leve

l

GRA

DE

9G

RAD

E 11

GRA

DE

9G

RAD

E 10

1 = Y

es

2 =

No ►

Q3

1 = Y

es

2 =

No

1 =

Yes

2

= N

o

SECT

ION

C: S

CHO

OL

FIN

AN

CES

Appendix 1 71

SECT

ION

D. A

UTO

NO

MY

IN S

CHO

OL

MA

NA

GEM

ENT

(for

PRI

VATE

SCH

OO

LS o

nly)

Stud

ent s

atisf

actio

nPe

rform

ance

on

scho

ol st

anda

rdize

d te

st

Dro

pout

rate

s of s

tude

nts

Teac

her/s

taff

satis

fact

ion

Atte

ndan

ce ra

te

Stud

ent A

ttend

ance

Ra

tes

Teac

her/s

taff

satis

fact

ion

Dro

pout

rate

s of

stud

ents

Perfo

rman

ce o

n st

anda

rdize

d te

sts

Stud

ent s

atisf

actio

n

Q1.

Doe

s the

scho

ol se

t cr

iteria

for s

tude

nt

adm

issio

ns?

6 =

Cap

acity

to p

ay

scho

ol fe

es

5 = R

ecom

men

datio

n fro

m re

puta

ble

grou

p

4 =

Sibl

ing a

ttend

ance

3 = Q

uota

on

max

imum

no

. of s

tude

nts/

scho

ol

capa

city

2 =

Ext

racu

rricu

lar

activ

ities

/lead

ersh

ip

Q5.

Who

dec

ides

to

prom

ote

or re

war

d a

teac

her f

or go

od

perfo

rman

ce?

Q6.

Wha

t typ

e of

indi

cato

rs d

oes t

he sc

hool

syst

emat

ical

ly c

olle

ct? (

mul

tiple

resp

onse

s allo

wed

)

Q2.

On

a sc

ale

of 1

to 5

(1 b

eing

the

mos

t im

porta

nt),

how

impo

rtant

are

th

e fo

llow

ing c

riter

ia fo

r adm

issio

n?

Oth

er (s

peci

fy)

Q7.

On

a sc

ale

of 1

to 5

(1 b

eing

the

mos

t im

porta

nt),

rank

the

targ

ets t

hat t

he sc

hool

set i

n te

rms o

f eva

luat

ing i

ts o

vera

ll per

form

ance

.

1 = A

cade

mic

Pe

rform

ance

in e

ntra

nce

test

Q3.

To o

ffer a

com

plet

ely n

ew c

lass

(e

.g. A

rt, p

hoto

grap

hy) w

hat

agre

emen

t wou

ld th

e pr

inci

pal o

r hea

d of

aca

dem

ics n

eed?

(Enc

ircle

all t

hat

appl

y)

Q4.

To

expa

nd sc

hool

size

in te

rms o

f nu

mbe

r of s

tude

nts (

e.g.

>5%

) wha

t ag

reem

ent w

ould

the

prin

cipa

l/adm

inist

rato

r nee

d?1 =

Yes

2

= N

o (S

kip

to Q

3)

1 = B

oard

of T

rust

ees

2 =

Scho

ol a

dmin

istra

tion

3 =

Pare

nts’

asso

ciat

ion

4 =

Dep

Ed/ O

utsid

e A

utho

rity

5 =

Oth

er, p

leas

e sp

ecify

__

____

____

___

1 = B

oard

of t

rust

ees

2 =

Scho

ol a

dmin

istra

tion

3

= Sc

hool

or S

GC

and

outs

ide

auth

ority

4

= O

utsid

e A

utho

rity

5 =

Oth

er, p

leas

e sp

ecify

__

____

____

___

1 = B

oard

of t

rust

ees

2 =

Scho

ol

adm

inist

ratio

n

3 =

Scho

ol o

r SG

C an

d ou

tsid

e au

thor

ity

4 =

Out

side

Aut

horit

y

1 = D

o no

t col

lect

2

= Co

llect

thro

ugh

ad h

oc

inte

rvie

ws

3 =

Colle

ct sy

stem

atic

ally

th

roug

h fo

cuse

d qu

estio

nnai

re (o

nce

year

) 4

= Co

llect

at le

ast t

wic

e a

year

1 = D

o no

t col

lect

2

= Co

llect

at e

nd o

f yea

r on

ly

3 =

Colle

ct b

i-an

nual

ly

4 =

Colle

ct q

uart

erly

5

= Co

llect

mon

thly

1 = D

o no

t col

lect

2

= Co

llect

at e

nd o

f ye

ar o

nly

3 =

Colle

ct b

i-an

nual

ly

4 =

Colle

ct q

uart

erly

5

= Co

llect

mon

thly

1 = D

o no

t col

lect

2

= Co

llect

thro

ugh

ad h

oc

inte

rvie

ws

3 =

Colle

ct sy

stem

atic

ally

th

roug

h fo

cuse

d qu

estio

nnai

re (o

nce

year

) 4

= Co

llect

at le

ast t

wic

e a

year

1 = D

o no

t col

lect

2

= Co

llect

thro

ugh

ad h

oc

inte

rvie

ws

3 =

Colle

ct sy

stem

atic

ally

th

roug

h fo

cuse

d qu

estio

nnai

re (o

nce

year

) 4

= Co

llect

at le

ast t

wic

e a

year

SECT

ION

D: A

UTO

NO

MY

IN S

CHO

OL

MA

NA

GEM

ENT

(for

PRI

VATE

SCH

OO

LS o

nly)

Appendix 172

Q11.

Are

resu

lts fr

om te

ache

r per

form

ance

as

sess

men

ts c

omm

unic

ated

bac

k to

teac

hers

th

roug

h fo

rmal

mee

tings

?

Q12

. If a

teac

her i

s und

erpe

rform

ing w

hat s

teps

are

un

derta

ken

to im

prov

e pe

rform

ance

? (s

elec

t all

that

app

ly)

Q13

. How

are

stud

ents

ass

esse

d in

term

s of a

ssig

nmen

t to

clas

ses o

r tea

cher

s?

Stud

ent s

atisf

actio

nTe

nure

or e

xper

ienc

e

Q10

. On

a sc

ale

of 1-

5, ho

w w

ould

you

asse

ss th

e m

oral

e or

mot

ivat

ion

of

teac

hers

at y

our s

choo

l? W

ith 1

bein

g –

high

mor

ale

Teac

her A

ttend

ance

Gra

de-le

vel c

oord

inat

or/

Prin

cipa

l rev

iew

Dro

pout

rate

s of

stud

ents

Q9.

On

a sc

ale

of 1-

5, ho

w m

uch

do th

e fo

llow

ing m

atte

r in

asse

ssin

g tea

cher

per

form

ance

(bon

uses

, pro

mot

ions

, aw

ards

etc

.)?1 –

mos

t mpo

rtant

& 5

– le

ast i

mpo

rtant

Oth

erPe

rform

ance

on

scho

ol

stan

dard

ized

test

Stud

ent s

atisf

actio

nPe

rform

ance

on

stan

dard

ized

test

sD

ropo

ut ra

tes o

f stu

dent

sQ

8. H

ow a

re th

e in

dica

tors

in Q

7 di

ssem

inat

ed? (

mul

tiple

resp

onse

s allo

wed

)Te

ache

r/sta

ff sa

tisfa

ctio

nSt

uden

t Atte

ndan

ce R

ates

1 = N

ot re

leas

ed

2 =

Upo

n re

ques

t 3

= Po

sted

out

side

clas

sroo

m

4 =

Post

ed o

utsid

e sc

hool

5

= A

vaila

ble

onlin

e 6

= D

irect

ly d

eliv

ered

to p

aren

ts

7 =

Repo

rted

to D

epEd

8

= O

ther

(spe

cify

)

1 = N

ot a

t all

2 =

Onc

e a

year

3

= Tw

o-th

ree

times

a ye

ar

4 =

4 tim

es a

year

or m

ore

1 = In

form

al m

ento

ring

2 =

Form

al m

ento

ring

3 =

Trai

ning

4

= Re

assig

nmen

t to

diffe

rent

clas

s or t

asks

5

= Te

rmin

atio

n

1 = A

ll st

uden

ts ta

ke sa

me

clas

ses r

egar

dles

s of t

est p

erfo

rman

ce.

2 =

Stud

ents

are

assig

ned

to c

lass

bas

ed o

n la

st y

ear’s

acad

emic

rank

ing

at b

egin

ning

of y

ear,

base

d on

teac

her/

staf

f ass

essm

ent.

3 =

Stud

ents

are

assig

ned

to c

lass

bas

ed o

n sk

ill a

t beg

inni

ng o

f yea

r, ba

sed

on st

anda

rdiz

ed te

st.

4 =

Stud

ents

are

free

to se

lect

clas

s diff

icul

ty a

nd le

vel a

ccor

ding

to

perc

eive

d ab

ility

5

= St

uden

ts ar

e as

signe

d to

diff

eren

t cla

sses

bas

ed o

n th

eir

abili

ty o

ver d

iffer

ent s

ubje

ct ar

eas.

6 =

Stud

ents

ass

igne

d to

cla

ss b

ased

on

last

nam

e or

dat

e of

birt

h

1 = N

ot re

leas

ed

2 =

Upo

n re

ques

t 3

= Po

sted

out

side

clas

sroo

m

4 =

Post

ed o

utsid

e sc

hool

5

= A

vaila

ble

onlin

e 6

= D

irect

ly d

eliv

ered

to p

aren

ts

7 =

Repo

rted

to D

epEd

8

= O

ther

(spe

cify

)

1 = N

ot re

leas

ed

2 =

Upo

n re

ques

t 3

= Po

sted

out

side

clas

sroo

m

4 =

Post

ed o

utsid

e sc

hool

5

= A

vaila

ble

onlin

e 6

= D

irect

ly d

eliv

ered

to p

aren

ts

7 =

Repo

rted

to D

epEd

8

= O

ther

(spe

cify

)

1 = N

ot re

leas

ed

2 =

Upo

n re

ques

t 3

= Po

sted

out

side

clas

sroo

m

4 =

Post

ed o

utsid

e sc

hool

5

= A

vaila

ble

onlin

e 6

= D

irect

ly d

eliv

ered

to p

aren

ts

7 =

Repo

rted

to D

epEd

8

= O

ther

(spe

cify

)

1 = N

ot re

leas

ed

2 =

Upo

n re

ques

t 3

= Po

sted

out

side

clas

sroo

m

4 =

Post

ed o

utsid

e sc

hool

5

= A

vaila

ble

onlin

e 6

= D

irect

ly d

eliv

ered

to p

aren

ts

7 =

Repo

rted

to D

epEd

8

= O

ther

(spe

cify

)

Appendix 1 73

SECT

ION

E: C

HA

RACT

ERIS

TICS

OF

PRIN

CIPA

L

YEA

RSM

ON

THS

YEA

RSM

ON

THS

YEA

RSM

ON

THS

1 – Y

es2

– N

o (s

kip

to

Q12

)

Teac

hing

Supe

rvisi

ng /

Supp

ortin

g Te

ache

rs

Supe

rvisi

ng /

Supp

ortin

g St

uden

ts

Adm

inist

rativ

e Ta

sks (

e.g.,

m

eetin

gs)

Atte

ndin

g Tr

aini

ngs

Oth

er

(spe

cify

)

1. G

ende

r4.

How

long

hav

e yo

u be

en in

th

is po

sitio

n in

this

scho

ol?

20. O

n av

erag

e, h

ow m

any h

ours

per

wee

k do

you

spen

d on

the

follo

win

g sch

ool-

rela

ted

activ

ities

?

3. D

o yo

u be

long

to a

te

ache

r's u

nion

?2.

Age

(in

year

s)

6. H

ow lo

ng d

id yo

u w

ork a

s a

teac

her i

n to

tal b

efor

e ta

king

this

posit

ion?

5. H

ow lo

ng d

id yo

u w

ork a

s a

teac

her i

n th

is sc

hool

bef

ore

taki

ng th

is po

sitio

n?

11. N

ame

the

top

3 mos

t fre

quen

t tra

inin

g pr

ovid

ers.

12. H

ave

you

ever

rece

ived

any

ki

nd o

f tra

inin

g on

scho

ol

man

agem

ent o

r ad

min

istra

tion

for t

he p

ast 5

ye

ars?

9. H

ave

you

rece

ived

any

tra

inin

g on

care

er

guid

ance

co

unse

lling

?

7. W

hat w

as yo

ur m

ain

reas

on fo

r jo

inin

g thi

s sch

ool w

hen

you

first

m

oved

her

e?

8. W

hat i

s the

hig

hest

leve

l of

scho

olin

g tha

t you

hav

e co

mpl

eted

?

10. H

ow fr

eque

ntly

hav

e yo

u re

ceiv

ed su

ch tr

aini

ng?

1 – Y

es2

– N

o (s

kip

to Q

15)

13. H

ow fr

eque

ntly

hav

e yo

u re

ceiv

ed su

ch tr

aini

ng?

14. N

ame

the

top

3 mos

t fre

quen

t tra

inin

g pro

vide

rs.

15. D

o yo

u ha

ve

grad

e-le

vel

coor

dina

tors

at

your

scho

ol?

16. I

f yes

, how

ofte

n do

you

mee

t w

ith gr

ade-

leve

l coo

rdin

ator

s or

teac

hers

in gr

ades

9-1

1 ind

ivid

ually

to

talk

abo

ut th

eir p

erfo

rman

ce?

17. H

ow o

ften

do yo

u m

eet w

ith

stud

ents

in gr

ades

9-1

1 in

divi

dual

ly o

r in

a gr

oup

to ta

lk

abou

t the

ir pe

rform

ance

?

18. H

ow o

ften

do yo

u m

eet

with

par

ents

as a

grou

p?19

. Wha

t act

ion

did

you

take

th

e la

st ti

me

a te

ache

r was

ab

sent

for a

n ex

tend

ed p

erio

d w

ithou

t offi

cial

cle

aran

ce?

1 = M

ale

2 =

Fem

ale

1 = Y

es

2 =

No

PUT

'99'

IF D

ON

T KN

OW

1 = R

outin

e ap

plic

atio

n of

pos

ting a

nd

tran

sfer

rule

s (in

clud

ing r

ebal

anci

ng o

f lo

ad)

2 =

Polit

ical

inte

rfere

nce/

pre

ssur

e 3

= Pe

rson

al re

ques

t 4

= Pu

nish

men

t 5

= St

rain

ed p

erso

nal r

elat

ions

at

prev

ious

scho

ol

6 =

Tran

sfer

red

from

Ano

ther

Sch

ool

7 =

Oth

er (s

peci

fy)

1 = P

rimar

y Sch

ool

2 =

Seco

ndar

y Sch

ool

3 =

Hig

h Sc

hool

Dip

lom

a 4

= Ba

chel

ors d

egre

e or

equ

ival

ent

5 =

Mas

ter's

deg

ree

6

= Ph

.D. a

nd a

bove

7

= O

ther

, spe

cify

1 = Q

uart

erly

2

= Tw

ice

a ye

ar

3 =

Year

ly

4 =

Bi-a

nnua

l 5

= O

nce

or tw

ice

durin

g the

pa

st 5

year

s

1 = Q

uart

erly

2

= Tw

ice

a ye

ar

3 =

Year

ly

4 =

Bi-a

nnua

l 5

= O

nce

or tw

ice

durin

g the

pa

st 5

year

s

1 = Y

es

2 =

No ►

17

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e ev

ery 3

mon

ths

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

ENCI

RCLE

ALL

TH

AT

APP

LY

1 = N

o ac

tion

2 =

Info

rmal

que

ry

3 =

Ora

l war

ning

4

= W

ritte

n w

arni

ng (m

emo)

5

= Re

port

to D

ivisi

on

Supe

rinte

nden

t 6

= Te

rmin

atio

n

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e ev

ery 3

mon

ths

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

1 = M

ore

than

onc

e a

mon

th

2 =

Onc

e a

mon

th

3 =

Onc

e ev

ery 3

mon

ths

4 =

Onc

e ev

ery s

ix m

onth

s 5

= O

nce

a ye

ar

6 =

Nev

er

SECT

ION

E: C

HA

RACT

ERIS

TICS

OF

PRIN

CIPA

L

Appendix 174SE

CTIO

N F

: TEA

CHER

INCE

NTI

VES

AN

D C

ARE

ER G

UID

AN

CESE

CTIO

N F

: TEA

CHER

INCE

NTI

VES

& C

ARE

ER G

UID

AN

CE

Q1.

Wha

t met

hods

are

bein

g use

d to

mon

itor t

he p

erfo

rman

ce o

f tea

cher

s for

Gra

des 9

-12 a

t you

r sch

ool?

(ans

wer

Yes

=1

or N

o= 2

for e

ach

give

n m

etho

d)ST

UD

ENTS

’ ACA

DEM

IC P

ERFO

RMA

NCE

YES

1N

O2

TEA

CHER

PEE

R RE

VIEW

OF

LESS

ON

PLA

NS,

ASS

ESSM

ENT

INST

RUM

ENTS

YES

1N

O2

PRIN

CIPA

L O

R SE

NIO

R ST

AFF

OBS

ERVA

TIO

N O

F LE

SSO

NS

YES

1N

O2

OBS

ERVA

TIO

N O

F LE

SSO

NS

YES

1N

O2

PERF

ORM

AN

CE A

PPRA

ISA

L O

F TE

ACH

ERS

(PA

ST)

YES

1N

O2

PERF

ORM

AN

CE B

ASE

D B

ON

US

PRO

GRA

M (P

BB)

YES

1N

O2

OTH

ER S

PECI

FY:

YES

1N

O2

PRO

MO

TIO

N

SALA

RY IN

CREA

SE

FIN

AN

CIA

L BO

NU

S O

R O

THER

MO

NET

ARY

REW

ARD

OPP

ORT

UN

ITIE

S FO

R PR

OFE

SSIO

NA

L D

EVEL

OPM

ENT

ACT

IVIT

IES

PUBL

IC R

ECO

GN

ITIO

N (A

T A

N A

SSEM

BLY

OR

OTH

ER F

ORU

M)

OTH

ER S

PECI

FY:

Que

stio

n 3

appl

ies o

nly

to P

RIVA

TE sc

hool

s (sk

ip to

Q4

if no

t a p

rivat

e sc

hool

)Q

3. F

or th

e fo

llow

ing t

asks

, tic

k th

e on

e w

ith th

e m

ost c

onsid

erab

le re

spon

sibili

ty.

Shou

ld an

opt

ion

not a

pply

to yo

ur sc

hool

, ent

er “-

1”.

Hiri

ng te

ache

rs

Layi

ng o

ff te

ache

rs

Esta

blish

ing s

alar

ies o

f tea

cher

s

Det

erm

inin

g sal

ary i

ncre

ases

of t

each

ers

Form

ulat

ing s

choo

l bud

get

Esta

blish

ing s

tude

nt d

iscip

linar

y pol

icie

s

App

rovi

ng st

uden

ts fo

r adm

issio

n

Choi

ce o

f tex

tboo

ks

Det

erm

inin

g cou

rse

cont

ent

Dec

idin

g wha

t cou

rses

are

offe

red

Dec

idin

g whe

ther

Gra

de 11

and

12 sh

ould

be

offe

red

at th

is sc

hool

Pare

nts’

asso

ciat

ion

Teac

hers

Prin

cipa

lSc

hool

ad

min

istra

tion

Q2.

On

a sca

le o

f the

1 to

5 (1

bei

ng th

e m

ost i

mpo

rtant

and

frequ

ently

use

d), r

ank t

he fo

llow

ing m

etho

ds ad

opte

d by

your

scho

ol to

ince

ntiv

ize te

ache

rs w

ho p

erfo

rm w

ell a

t the

ir jo

b.

(Sho

uld

an o

ptio

n no

t app

ly to

your

scho

ol, e

nter

99)

Appendix 1 75

a. G

uida

nce

coun

selo

rs*

b. G

uida

nce

“car

eer”

advo

cate

s**

* - S

choo

l per

sonn

el w

ith gu

idan

ce co

unse

lor p

lant

illa

** -

Scho

ol p

erso

nnel

and

uppe

rcla

ssm

an e

ngag

ed in

care

er ad

voca

cy

a. Se

nior

seco

ndar

y car

eer g

uida

nce

prog

ram

YES

1N

O2

b. S

choo

l ele

ctiv

e co

urse

wor

k in

care

er d

ecisi

on m

akin

gYE

S1

NO

2c.

Occ

upat

iona

l info

rmat

ion

units

in su

bjec

t-m

atte

r cou

rses

YE

S1

NO

2d.

Stu

dent

imm

ersio

n in

the

indu

stry

(for

exa

mpl

e, co

-op,

wor

k stu

dy, in

tern

ship

, fo

rmal

pro

gram

s whe

re st

uden

ts ar

e pl

aced

with

men

tor)

YES

1N

O2

e. C

aree

r/job

fairs

YE

S1

NO

2f.

Voca

tiona

lly o

rient

ed as

sem

blie

s and

spea

kers

in cl

ass

YES

1N

O2

g. Jo

bsite

tour

s or v

isits

(fie

ld tr

ips)

YES

1N

O2

h. T

ours

of p

ost-

seco

ndar

y ins

titut

ions

YES

1N

O2

i. Tes

ting a

nd h

avin

g tes

ts in

terp

rete

d fo

r car

eer p

lann

ing p

urpo

ses o

ther

than

N

CAE

(for

exa

mpl

e, in

tere

st in

vent

orie

s, vo

catio

nal a

ptitu

de te

sts)

YE

S1

NO

2

j. Car

eer c

ouns

elin

g ses

sions

(one

-on-

one)

YES

1N

O2

k. G

roup

guid

ance

/cou

nsel

ing s

essio

nsYE

S1

NO

2l. R

esum

e w

ritin

gYE

S1

NO

2m

. Tra

inin

g in

othe

r job

seek

ing s

kills

YES

1N

O2

n. U

se o

f non

-com

pute

rized

care

er in

form

atio

n so

urce

s (pa

mph

lets

, bro

chur

es,

etc.)

YES

1N

O2

o. U

se o

f com

pute

rized

care

er in

form

atio

n so

urce

s (on

line

job

sear

ch, e

tc.)

YES

1N

O2

p. U

se o

f col

lege

cata

logs

YE

S1

NO

2

Q5.

For

eac

h of

the

follo

win

g act

iviti

es in

dica

te w

heth

er th

e ac

tivity

is cu

rrent

ly av

aila

ble

at yo

ur sc

hool

.

ACT

IVIT

Y

B. O

f tho

se as

signe

d, n

umbe

r pro

fess

iona

lly ce

rtifie

d as

guid

ance

coun

selo

rs

A. N

umbe

r A

ssig

ned

Q4.

Ind

icat

e in

colu

mn

A th

e nu

mbe

r of f

ull-t

ime

guid

ance

coun

selo

rs/a

dvoc

ates

assig

ned

to h

igh

scho

ol st

uden

ts at

your

scho

ol. O

f tho

se as

signe

d, in

dica

te in

colu

mn

B th

e nu

mbe

r of

coun

selo

rs th

at ar

e ce

rtifie

d hi

gh sc

hool

guid

ance

coun

selo

rs. (

Com

plet

e ea

ch ro

w. I

f non

e, w

rite

“0”.)

If ye

s, w

hat i

s the

gra

de o

f firs

t exp

osur

e or

intr

oduc

tion?

(T

ick

one

box o

nly)

GRA

DE

11G

RAD

E 10

GRA

DE

9

AVA

ILA

BLE

AT

SCH

OO

L?(1

– Y

ES, 2

– N

O)

Q6.

On

a sc

ale

of 1

to 5

(1 fo

r the

goa

l with

the

mos

t im

port

ant e

mph

asis,

and

so o

n th

roug

h 5

for t

he g

oal w

ith th

e le

ast e

mph

asis)

, ran

k the

ext

ent t

o w

hich

the

follo

win

g goa

ls ar

e cu

rrent

ly e

mph

asize

d by

the

guid

ance

pro

gram

at yo

ur sc

hool

. (D

o no

t dup

licat

e ra

nkin

gs.)

(Ans

wer

Q6

only

if Q

5a is

yes,

if no

skip

to Q

12)

GO

AL

RAN

K (w

rite

1 for

the

goal

with

mos

t em

phas

is an

d 5 f

or le

ast e

mph

asis.

Lea

ve b

lank

if n

o em

phas

is)

Hel

p st

uden

ts w

ith id

entif

ying

fina

ncia

l aid

issu

es

Hel

p st

uden

ts w

ith th

eir a

cade

mic

grow

th in

hig

h sc

hool

Hel

p st

uden

ts w

ith p

erso

nal, s

ocia

l, psy

chol

ogic

al gr

owth

and

deve

lopm

ent

Hel

p st

uden

ts p

lan

and

prep

are

for t

heir

care

ers o

r edu

catio

n af

ter h

igh

scho

ol

Hel

p st

uden

ts id

entif

y the

ir Se

nior

Hig

h Sc

hool

trac

k

Appendix 176Q

7. O

n av

erag

e, h

ow m

any h

ours

of p

erso

naliz

ed h

elp

from

care

er co

unse

llor d

oes e

ach

stud

ent g

et p

er sc

hool

year

? (W

rite

“0” i

f non

e).

Q8.

Wha

t are

the

type

s of i

nfor

mat

ion

prov

ided

to st

uden

ts d

urin

g sen

ior s

econ

dary

care

er gu

idan

ce p

rogr

am

Type

s of I

nfor

mat

ion

a.

Ass

istan

ce in

inte

rpre

ting N

CAE

scor

esYE

S1

NO

2b.

I

dent

ify fi

elds

that

bes

t fit

stud

ents

’ aca

dem

ic ap

titud

e an

d sk

ills

YES

1N

O2

c.

Ide

ntify

fiel

ds th

at b

est f

it st

uden

ts’ in

tere

sts

YES

1N

O2

d.

Wag

e pr

ospe

cts f

or d

iffer

ent f

ield

sYE

S1

NO

2e.

I

dent

ify fi

elds

that

offe

r hig

h em

ploy

men

t opp

ortu

nitie

s in

the

Phi

lippi

nes

YES

1N

O2

f.

Ide

ntify

fiel

ds th

at o

ffer h

igh

empl

oym

ent o

ppor

tuni

ties a

broa

dYE

S1

NO

2g.

A

ssist

ance

in fi

ndin

g sou

rces

of f

inan

cial

supp

ort o

r sch

olar

ship

o

ppor

tuni

ties

YES

1N

O2

h.

Ass

istan

ce in

pos

t-se

cond

ary a

pplic

atio

n pr

oces

sYE

S1

NO

2

Q9.

Whe

re d

o yo

u us

ually

get c

aree

r gui

danc

e in

form

atio

n sh

ared

to st

uden

ts? (

If an

swer

to an

y of Q

8b-h

yes,

if no

skip

to Q

10)

Type

s of I

nfor

mat

ion

Uni

vers

ities

/Col

lege

s/Te

rtiar

y Ins

titut

ions

YES

1N

O2

Gov

ernm

ent A

genc

ies (

CHED

, TES

DA

)YE

S1

NO

2Co

lleag

ues

YES

1N

O2

Pers

onal

Con

nect

ions

(frie

nds a

nd re

lativ

es)

YES

1N

O2

Radi

o, T

V, N

ewsp

aper

YES

1N

O2

Inte

rnet

YES

1N

O2

Rank

Q11

. Wha

t are

oth

er ty

pes o

f inf

orm

atio

n th

at ar

e no

t cur

rent

ly p

rovi

ded,

but

you

thin

k wou

ld b

e us

eful

stud

ents

?

Q12

a. D

o yo

u m

onito

r stu

dent

s’ ac

tiviti

es a

fter

gra

duat

ion?

1 –

Yes

2 –

No

(ski

p to

nex

t sec

tion)

If “y

es”,

for t

he g

radu

atin

g cl

ass o

f SY

2014

-15:

Q12

b. A

ppro

ximat

e th

e pe

rcen

tage

of s

tude

nts w

ho p

ursu

ed th

e lis

ted

activ

ities

dire

ctly

afte

r hig

h sc

hool

a. En

rolle

d in

at le

ast f

our-

year

colle

ge o

r uni

vers

ityb.

Enr

olle

d in

an as

soci

ate

degr

ee gr

antin

g col

lege

or o

ther

less

-tha

n-4-

year

po

stse

cond

ary e

duca

tion

c. En

tere

d th

e la

bor m

arke

t (in

clud

ing b

usin

ess/

entre

pren

euria

l)d.

Pur

sued

oth

er ac

tiviti

es (e

.g.,, m

ilita

ry, o

r ful

l-tim

e, h

omem

akin

g, et

c.)

Yes/

No

Yes/

No

Ass

istan

ce in

pos

t-se

cond

ary a

pplic

atio

n pr

oces

sA

ssist

ance

in fi

ndin

g sou

rces

of f

inan

cial

supp

ort o

r sch

olar

ship

opp

ortu

nitie

sId

entif

y fie

lds t

hat o

ffer h

igh

empl

oym

ent o

ppor

tuni

ties a

broa

dId

entif

y fie

lds t

hat o

ffer h

igh

empl

oym

ent o

ppor

tuni

ties i

n th

e Ph

ilipp

ines

Wag

e pr

ospe

cts f

or d

iffer

ent f

ield

sId

entif

y fie

lds t

hat b

est f

it st

uden

ts’ in

tere

sts

Iden

tify f

ield

s tha

t bes

t fit

stud

ents

’ aca

dem

ic ap

titud

e an

d sk

ills

Ass

istan

ce in

inte

rpre

ting N

CAE

scor

esTy

pes o

f Inf

orm

atio

nQ

10. A

mon

g the

type

s of i

nfor

mat

ion

prov

ided

to st

uden

ts in

Q7,

rank

(1 b

eing

the

high

est)

the

info

rmat

ion

emph

asize

d by

care

er gu

idan

ce co

unse

lors

(ran

k will

dep

end

on th

e nu

mbe

r of ‘

yes’

answ

ers i

n Q

7)

PERC

ENT

Q13

. Wha

t are

the

thre

e m

ost p

opul

ar d

egre

es/c

ours

es c

hose

n by

stud

ents

gra

duat

ing

from

this

scho

ol?

[link

ed to

Q12

]

1 = A

gric

ultu

re a

nd re

late

d fie

lds

2 =

Engi

neer

ing

3 =

Scie

nce

and

mat

h 4

= In

form

atio

n te

chno

logy

5

= Te

ache

r edu

catio

n 6

= H

ealth

scie

nces

7

= A

rts a

nd h

uman

ities

8

= So

cial

and

beh

avio

ral s

cien

ces

9 =

Busin

ess a

dmin

istra

tion

and

rela

ted

cour

ses

10 =

Arc

hite

ctur

e 11

= M

ariti

me

12 =

Com

mun

icat

ion

77

YOU

TH E

DU

CATI

ON

INV

ESTM

ENT

AN

D L

ABO

R M

ARK

ET O

UTC

OM

ES S

URV

EY

THIS

INFO

RMAT

ION

IS ST

RICT

LY C

ON

FID

ENTI

AL A

ND

IS T

O B

E U

SED

FOR

STAT

ISTI

CAL P

URP

OSE

S O

NLY

.

HO

USE

HO

LD Q

UES

TIO

NN

AIR

E

SECT

ION

A-1

: HO

USE

HO

LD ID

ENTI

FICA

TIO

N

COD

E

1. P

ROVI

NCE

:

2. M

UN

ICIP

ALI

TY/C

ITY:

3. B

ARA

NG

AY:

4. L

OCA

LITY

(URB

AN

=1, R

URA

L=2)

:

5. S

CHO

OL

ID a

nd S

CHO

OL

NA

ME:

6. S

CHO

OL

TYPE

(PU

BLIC

=1, P

RIVA

TE 2

, ALS

=3)

7. N

AM

E A

ND

CO

DE

OF

STU

DEN

T:

8. N

AM

E A

ND

CO

DE

OF

STU

DEN

T:

9. N

AM

E A

ND

CO

DE

OF

STU

DEN

T:

10. F

ULL

HO

USE

HO

LD ID

ENTI

FICA

TIO

N N

UM

BER:

Ang

sarb

ey n

a ito

ay a

lam

at m

ay ka

pahi

ntul

utan

ng K

agaw

aran

ng E

duka

syon

ng P

ilipin

as. L

ahat

ng i

mpo

rmas

yon

na m

akok

olek

ta a

y pag

-iing

atan

at i

tutu

ring k

ompi

dens

yal (

This

surv

ey is

aut

horiz

ed b

y the

the

Dep

artm

ent o

f Edu

catio

n of

the

Philip

pine

s. A

ll inf

orm

atio

n co

llect

ed h

erei

n w

ill be

trea

ted

with

utm

ost c

are

and

are

stric

tly c

onfid

entia

l).

MA

RK B

OX

WIT

H A

N 'X

' IF M

ORE

TH

AN

ON

E ST

UD

ENT

FRO

M T

HE

SAM

E H

OU

SEH

OLD

WA

S SE

LECT

ED

DU

RIN

G T

HE

RAN

DO

M S

ELEC

TIO

N

CON

DU

CTED

AT

SCH

OO

L.

AD

DRE

SS A

ND

DES

CRIP

TIO

N O

F LO

CATI

ON

OF

HO

USE

HO

LD -

INCL

UD

E A

NY

IDEN

TIFY

ING

CH

ARA

CTER

ISTI

CS O

F D

WEL

LIN

G, N

AM

E O

F N

EIG

HBO

URI

NG

HO

USE

HO

LDS

& K

EY P

ERM

AN

ENT

CON

TACT

S, P

HO

NE

NU

MBE

R (I

F A

NY)

.

NONE . . . . . . 1

APP

END

IX 2

: Hou

seho

ld Q

uest

ionn

aire

Appendix 278

PAH

INTU

LOT

Ako

si _

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G M

AG

ULA

NG

/GU

ARD

IAN

at P

IRM

A S

A T

AA

S N

G P

AN

GA

LAN

), __

____

____

____

____

____

____

___

(rel

asyo

n sa

ba

tang

kapa

pana

yam

in)

ay p

umap

ayag

na

mak

apan

ayam

ang

aki

ng a

nak n

a si

____

____

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G B

ATA

) ni

____

____

____

____

____

____

____

(PA

NG

ALA

N N

G E

NU

MER

ATO

R) n

gayo

ng _

____

____

____

____

____

____

_, 2

016

(PET

SA).

PAN

IMU

LA

Mag

anda

ng a

raw

po!

Ako

si (P

AN

GA

LAN

NG

EN

UM

ERA

TOR)

, enu

mer

ator

par

a sa

pag

-aar

al p

ara

sa P

roye

kton

g You

th E

duca

tion

Inve

stm

ents

and

Lab

or M

arke

t Out

com

es S

urve

y in

the

Philip

pine

s (ip

akita

ang

ID

). A

ng a

min

g pag

-aar

al a

y ala

m a

t may

kapa

hint

ulut

an d

in p

o ng

Kag

awar

an n

g Edu

kasy

on (i

paki

ta a

ng M

emor

andu

m m

ula

sa D

epEd

). A

ng p

ag-a

aral

na

ito a

y nag

lala

yon

na ip

agpa

-ibay

uhin

ang

repo

rman

g hat

id n

g K-

12 sa

atin

g edu

kasy

on. N

ais p

o na

min

na

mag

ing k

atuw

ang n

amin

kay

o sa

gaw

aing

ito

sa p

amam

agita

n n

g p

agbi

biga

y in

yong

salo

obin

at k

aran

asan

sa p

agga

bay s

a in

yong

mga

ana

k sa

pagp

ili ng

kani

lang

ed

ucat

iona

l tra

cks s

a Se

nior

Hig

h Sc

hool

.

Kung

mam

arap

atin

nin

yo, n

ais k

o rin

pon

g hilin

gin

na a

ng in

yong

ana

k ay m

agin

g isa

sa m

ga re

spon

dent

ng p

ag-a

aral

na

ito. K

abila

ng sa

pag

-aar

al n

a ito

ang

pag

hing

i sa

Kaga

war

an n

g Edu

kasy

on n

g mga

dat

os sa

pa

aral

an n

g iny

ong a

nak g

aya

ng ka

nila

ng L

earn

er's

Prof

ile.

Maa

ri po

ban

g pirm

ahan

nin

yo a

ng b

ahag

ing i

to (C

onse

nt A

rea)

upa

ng p

atun

ay n

g iny

ong p

agpa

yag s

a pa

g-uu

sap

na it

o?

Appendix 2 79

SECT

ION

A-2

: SU

RVEY

STA

FF D

ETA

ILS

11. N

AM

E O

F EN

UM

ERA

TOR:

12. E

NU

MER

ATO

R CO

DE:

13. T

IME

INTE

RVIE

W S

TART

:A

MPM

14. D

ATE

OF

INTE

RVIE

W (D

D/M

M/Y

Y):

15. N

AM

E O

F FI

ELD

SU

PERV

ISO

R:

16. F

IELD

SU

PERV

ISO

R CO

DE:

MEA

NIN

GS

FOR

COM

MO

N S

KIP

PATT

ERN

S/A

BBRE

VIA

TIO

NS

►SK

IP T

O A

SPE

CIFI

C Q

UES

TIO

N IF

CH

OSE

N

► N

EXT

PERS

ON

SKIP

TO

TH

E N

EXT

PERS

ON

IF C

HO

SEN

► N

EXT

SECT

ION

SKIP

TO

TH

E N

EXT

MO

DU

LE/S

ECTI

ON

IF C

HO

SEN

PHP

PHIL

IPPI

NE

PESO

S

OBS

ERVA

TIO

NS

DU

RIN

G T

HE

INTE

RVIE

WRE

CORD

GEN

ERA

L N

OTE

S A

BOU

T TH

E IN

TERV

IEW

AN

D R

ECO

RD A

NY

SPEC

IAL

INFO

RMA

TIO

N T

HA

T W

ILL

BE

HEL

PFU

L FO

R SU

PERV

ISO

RS A

ND

TH

E A

NA

LYSI

S O

F TH

IS Q

UES

TIO

NN

AIR

E.

17. D

ATE

OF

QU

ESTI

ON

NA

IRE

INSP

ECTI

ON

(D

D/M

M/Y

Y):

(EN

UM

ERA

TOR ►

NEX

T PA

GE)

18. T

IME

HO

USE

HO

LD Q

UES

TIO

NN

AIR

E IN

TERV

IEW

EN

DED

19. D

ATE

HO

USE

HO

LD IN

TERV

IEW

EN

DED

(D

D/M

M/Y

Y):

Appendix 280

SECT

ION

B: H

OU

SEH

OLD

MEM

BER

ROST

ER

1.2.

3.4.

5.6.

7.8a

.8b

.

I N D I V I D U A L I D

NA

ME

Sex

Wha

t is [

NA

ME]

's re

latio

nshi

p to

the

head

of h

ouse

hold

?IS

TH

IS P

ERSO

N

AN

SWER

ING

FO

R H

IMSE

LF/

HER

SELF

?

WH

AT

IS T

HE

ID C

OD

E O

F TH

E PE

RSO

N

AN

SWER

ING

FO

R [N

AM

E]?

Is [N

AM

E] a

n O

FW?

Has

[NA

ME]

be

en a

CCT

be

nefic

iary

?

How

long

has

[N

AM

E]

been

a C

CT

bene

ficia

ry?

(mon

ths)

YEA

RSID

CO

DE

1 2 3

4 5 6 7 8 9 10 11 12

How

old

is [N

AM

E]?

PU

T "9

99" I

F D

ON

'T

KNO

WLI

ST H

OU

SEH

OLD

HEA

D

ON

LIN

E 1.

HO

USE

HO

LD

HEA

D IS

SO

MEO

NE

WH

O

MA

KES

THE

FIN

AN

CIA

L D

ECIS

ION

S IN

TH

E H

OU

SEH

OLD

. M

AKE

A C

OM

PLET

E LI

ST

OF

ALL

IND

IVID

UA

LS W

HO

N

ORM

ALL

Y LI

VE A

ND

EA

T TH

EIR

MEA

LS T

OG

ETH

ER

IN T

HIS

HO

USE

HO

LD,

STA

RTIN

G W

ITH

TH

E H

EAD

OF

HO

USE

HO

LD.

OVE

RSEA

S FO

REIG

N

WO

RKER

S (O

FWs)

ARE

A

LSO

INCL

UD

ED A

S PA

RT

OF

THE

HO

USE

HO

LD.

(CO

NFI

RM T

HA

T H

OU

SEH

OLD

HEA

D H

ERE

IS S

AM

E A

S H

OU

SEH

OLD

H

EAD

LIS

TED

ON

CO

VER.

)

IN O

RDER

TO

MA

KE A

CO

MPR

EHEN

SIVE

LIS

T O

F H

OU

SEH

OLD

MEM

BERS

, USE

TH

E FO

LLO

WIN

G P

ROBI

NG

Q

UES

TIO

NS

TO T

HE

HEA

D O

F TH

E H

OU

SEH

OLD

:

1. Fi

rst,

ask

nam

es o

f all

the

imm

edia

te fa

mily

of t

he h

ouse

hold

he

ad w

ho n

orm

ally

live

and

eat

thei

r mea

ls to

geth

er h

ere.

2.

Writ

e do

wn

nam

es, s

ex, a

ge a

nd

rela

tions

hip

to h

ouse

hold

hea

d.

FILL

IN Q

UES

TIO

NS

1 TO

5.

3. T

hen

ask

nam

es o

f any

oth

er

pers

ons r

elat

ed to

the

head

of t

he

hous

ehol

d or

any

othe

r hou

seho

ld

mem

ber t

hat n

orm

ally

lives

and

eats

thei

r mea

ls to

geth

er h

ere.

FI

LL IN

QU

ESTI

ON

S 1 T

O 5

4. A

lso as

k ab

out o

ther

per

sons

no

t her

e w

ho n

orm

ally

live

and

eat

thei

r mea

ls he

re. F

or e

xam

ple,

ho

useh

old

mem

bers

stud

ying

el

sew

here

or t

rave

ling.

FI

LL IN

QU

ESTI

ON

S 1 T

O 5

. 5.

The

n as

k na

mes

of a

ny o

ther

pe

rson

s not

rela

ted

to th

e he

ad o

f th

e ho

useh

old

or o

ther

hou

seho

ld

mem

bers

, but

who

nor

mal

ly liv

e an

d ea

t the

ir m

eals

toge

ther

her

e su

ch as

live

-in

serv

ants

. FI

LL IN

QU

ESTI

ON

S 1 T

O 5

ALL

IN

DIV

IDU

ALS

OF

OR

ABO

VE T

HE

AG

E O

F 12

MU

ST

AN

SWER

BY

THEM

SELV

ES. I

F <1

2 O

R N

OT

AVA

ILA

BLE,

TH

E M

OST

IN

FORM

ED

HO

USE

HO

LD

MEM

BER

SHO

ULD

RE

SPO

ND

.

MA

LE ....

......1

FEM

ALE

....2

HEA

D ...

........

........

........

........

........

........

........

1SP

OU

SE ...

........

........

........

........

........

........

...2

SON

/DAU

GH

TER

........

........

........

........

.3ST

EPSO

N/S

TEPD

AUG

HTE

R ....

.......

4SI

STER

/BRO

THER

.......

........

........

........

.5G

RAN

DCH

ILD

.......

........

........

........

........

.6FA

THER

/MO

THER

.......

........

........

........

7SO

N/D

AUG

HTE

R IN

LAW

.......

........

8BR

OTH

ER/S

ISTE

R IN

LAW

........

.......

9FA

THER

/MO

THER

IN L

AW ...

.......

10O

THER

REL

ATIV

E (S

PECI

FY) .

......1

1O

THER

NO

N R

ELAT

IVES

(S

PECI

FY) .

........

........

........

........

........

......1

4

YES

........

.1 ►

7N

O ....

.....2

YES

........

1

N

O ....

.....2

►9

SECT

ION

B: H

OU

SEH

OLD

MEM

BER

ROST

ER

YES

........

.....1

NO

........

......2

Appendix 2 81

9.11.

12.

13.

14.

Wha

t is t

he h

ighe

st gr

ade

com

plet

ed b

y [N

AM

E]?

Has

[NA

ME]

ev

er a

tten

ded

a te

chni

cal-

voca

tiona

l ce

rtific

ate

to

impr

ove

empl

oym

ent

pros

pect

s for

the

past

5 ye

ars?

Wha

t kin

d of

tech

nica

l-voc

atio

nal c

ertif

icat

e co

urse

did

(NA

ME)

take

? [In

dica

te a

ll tha

t ap

plie

s]

Dur

atio

n of

te

chni

cal-

voca

tiona

l ce

rtific

ate

cour

se?

(mon

ths)

Did

(NA

ME)

rece

ive

a di

plom

a fo

r te

chni

cal-v

ocat

iona

l ce

rtific

ate

cour

se?

Dur

atio

n Fi

eld/

Spec

ializ

atio

n

If "D

iplo

ma"

and

abo

ve in

item

9,

10.

No

scho

olin

g .....

........

........

........

........

........

.1Pr

e-sc

hool

........

........

........

........

........

........

...2

PRIM

ARY

G1

........

........

........

........

........

........

........

........

..3G

2 ....

........

........

........

........

........

........

........

......4

G3

........

........

........

........

........

........

........

........

..5

G4

........

........

........

........

........

........

........

........

..6G

5 ....

........

........

........

........

........

........

........

..... 7

G6

........

........

........

........

........

........

........

........

..8G

7 ....

........

........

........

........

........

........

........

......9

JUN

IOR

HIG

HJH

1 .....

........

........

........

........

........

........

........

10JH

2 .....

........

........

........

........

........

........

........

11JH

3 .....

........

........

........

........

........

........

........

12

JH4 .

........

........

........

........

........

........

........

....13

VOCA

TIO

NA

L U

PPER

SE

CON

DA

RYV1

........

........

........

........

........

........

........

........

14V2

........

........

........

........

........

........

........

........

15SE

NIO

R H

IGH

SH

1.....

........

........

........

........

........

........

........

16SH

2.....

........

........

........

........

........

........

........

17

A&

E A

ccre

dita

tion

Elem

enta

ry ...

....18

A&

E A

ccre

dita

tion

Elem

enta

ry ...

....19

POST

SEC

ON

DA

RY N

ON

-TE

RTIA

RYPS

1 .....

........

........

........

........

........

........

........

.20

PS2 .

........

........

........

........

........

........

........

.....2

1PS

3 .....

........

........

........

........

........

........

........

.22

PRE-

BACC

ALA

URE

ATE/

CE

RTIF

ICAT

E/D

IPLO

MA

PCD

.......

........

........

........

........

........

........

.....2

3

BACH

ELO

R’s

B1 ....

........

........

........

........

........

........

........

....24

B2 ....

........

........

........

........

........

........

........

....25

B3

........

........

........

........

........

........

........

........

26

B4 ....

........

........

........

........

........

........

........

....27

B5 ....

........

........

........

........

........

........

........

....28

MA

STER

S &

ABO

VEM

1.....

........

........

........

........

........

........

........

..29

PHD

........

........

........

........

........

........

........

....30

EDU

CATI

ON

.......

........

........

........

........

........

........

........

........

........

........

........

........

........

1BU

SIN

ESS

AD

MIN

ISTR

ATIO

N,

ACCO

UN

TAN

CY, C

OM

MER

CE, R

ETA

IL S

HO

P

MA

NAG

EMEN

T, E

CON

OM

ICS,

etc

. ......

........

........

........

........

........

........

......2

PUBL

IC A

DM

INIS

TRAT

ION

and

PLA

NN

ING

.......

........

........

........

........

.....3

LAW

and

LEG

AL

SERV

ICES

.......

........

........

........

........

........

........

........

........

........

...4

MED

ICA

L, H

EALT

H S

ERVI

CES,

NU

RSIN

G,e

tc. ..

........

........

........

........

........

5SC

IEN

CE,M

ATH

EMAT

ICS,

COM

PUTI

NG

, etc

. .....

........

........

........

........

....6

OTH

ER T

ECH

NIC

AL

& E

NG

INEE

RIN

G,

INCL

UD

ING

ARC

HIT

ECTU

RE, I

ND

UST

RY,

CRA

FT, B

UIL

DIN

G T

RAD

ES,e

tc...

........

........

........

........

........

........

........

........

..7AG

RICU

LTU

RE,L

IVES

TOCK

,FO

REST

RY ....

........

........

........

........

........

........

...8

SOCI

AL

AN

D B

EHAV

IORA

L ST

UD

IES,

M

EDIA

, CU

LTU

RE,S

PORT

AN

D L

EISU

RE S

TUD

IES,

TO

URI

SM, e

tc. ..

........

........

........

........

........

........

........

........

........

........

........

........

.......

9A

RT O

R H

UM

AN

ITIE

S-LA

NG

UAG

ES,

CLA

SSIC

S, H

ISTO

RY,T

HEO

LOG

Y,et

c. ...

........

........

........

........

........

........

..10

PERS

ON

AL

CARE

SER

VICE

S-CA

TERI

NG

, D

OM

ESTI

C SC

IEN

CE,H

AIR

DRE

SSIN

G, e

tc. ..

........

........

........

........

........

..11

PUBL

IC O

RDER

AN

D S

AFE

TY—

POLI

CE,

ARM

Y, F

IRE

SERV

ICES

, etc

........

........

........

........

........

........

........

........

........

......1

2G

ENER

AL

or n

o SP

ECIF

IC F

IELD

.......

........

........

........

........

........

........

........

......1

3O

THER

(SPE

CIFY

) .....

........

........

........

........

........

........

........

........

........

........

........

.....1

4

YES

........

.1

NO

........

...2 ►

15

AGRI

CULT

URE

AN

D F

ISH

ERY

........

........

........

........

........

..1AU

TOM

OTI

VE ...

........

........

........

........

........

........

........

........

.......

2CO

NST

RUCT

ION

........

........

........

........

........

........

........

........

....3

ELEC

TRO

NIC

S .....

........

........

........

........

........

........

........

........

.....4

FOO

TWEA

R A

ND

LEA

THER

GO

OD

S .....

........

........

......5

FURN

ITU

RES

AN

D F

IXTU

RES .

........

........

........

........

........

.6G

ARM

ENTS

.......

........

........

........

........

........

........

........

........

........

.7H

EALT

H, S

OCI

AL

AN

D O

THER

CO

MM

UN

ITY

DEV

ELO

PMEN

T SE

RVIC

ES ...

........

........

........

........

........

...8

HEA

TIN

G, V

ENTI

LATI

ON

, AIR

CON

DIT

ION

ING

A

ND

REF

RIG

ERAT

ION

........

........

........

........

........

........

.......

9IN

FORM

ATIO

N A

ND

CO

MM

UN

ICAT

ION

S TE

CHN

OLO

GY

........

........

........

........

........

........

........

........

...10

LAN

D T

RAN

SPO

RTAT

ION

........

........

........

........

........

......1

1M

ARI

TIM

E .....

........

........

........

........

........

........

........

........

........

...12

MET

ALS

AN

D E

NG

INEE

RIN

G ....

........

........

........

........

....13

PRO

CESS

ES F

OO

D A

ND

BEV

ERAG

ES ...

........

........

....14

TOU

RISM

(HO

TEL

AN

D R

ESTA

URA

NT

........

........

...15

OTH

ER, S

PECI

FY ....

........

........

........

........

........

........

........

.......

16

YES

........

.....1

NO

........

......2

Appendix 282

15.

16.

18.

19.

20.

21.

22.

23.

24.

25.

26.

Wha

t is [

NA

ME]

's cu

rrent

mar

ital s

tatu

s?D

oes/

Do

the

spou

se(s

)/

partn

er(s

) liv

e in

this

hous

ehol

d no

w?

Did

(NA

ME)

do

any

wor

k at

all e

ven

for

only

one

hou

r du

ring t

he

past

wee

k?

Alth

ough

(N

AM

E) d

id

not w

ork,

did

(NA

ME)

ha

ve a

job

or

busin

ess

durin

g the

pa

st w

eek?

In th

e la

st 12

m

onth

s , di

d [N

AM

E] ru

n a

non-

farm

bu

sines

s of

any s

ize fo

r th

emse

lves

or

the

hous

ehol

d,

even

if fo

r on

e ho

ur?

In th

e la

st 12

m

onth

s, di

d [N

AM

E]

help

in a

ny

kind

of n

on-

farm

bu

sines

s run

by

this

hous

ehol

d,

even

if fo

r on

e ho

ur?

In th

e la

st 12

m

onth

s, di

d [N

AM

E] w

ork

on h

ouse

hold

ag

ricul

tura

l ac

tiviti

es

(incl

udin

g fa

rmin

g, ra

ising

liv

esto

ck o

r fis

hing

, whe

ther

fo

r sal

e or

for

hous

ehol

d fo

od) e

ven

if ju

st fo

r one

ho

ur?

CHEC

K: Q

18-

24: I

S TH

E A

NSW

ER T

O

AT

LEA

ST

ON

E Q

UES

TIO

N A

'Y

ES'?

PRIM

ARY

SECO

ND

ARY

LIST

UP

TO T

WO

17.

WRI

TE ID

CO

DE

OF

(NA

ME)

's Sp

ouse

Base

d on

the

resp

onse

s jus

t giv

en fo

r wor

k/jo

b in

the

last

12 m

onth

s, ho

w w

ould

(NA

ME)

de

fine

his/

her p

rimar

y and

seco

ndar

y act

ivity

?

In th

e la

st 12

m

onth

s, di

d [N

AM

E] h

ad to

le

ave

from

w

ork o

n ho

useh

old

agric

ultu

ral

activ

ities

(in

clud

ing

farm

ing,

raisi

ng

lives

tock

or

fishi

ng, w

heth

er

for s

ale

or fo

r ho

useh

old

food

) due

to

tem

pora

ry

illnes

s/in

jury

, va

catio

n or

ot

her r

easo

ns?

With

in th

e ne

xt

two

wee

ks, is

[N

AM

E]

expe

cted

to go

ba

ck to

wor

k on

hous

ehol

d ag

ricul

tura

l ac

tiviti

es

(incl

udin

g fa

rmin

g, ra

ising

liv

esto

ck o

r fis

hing

, whe

ther

fo

r sal

e or

for

hous

ehol

d fo

od)?

YES

.......1

►20

NO

........

2

YES

.......1

►20

NO

........

2

YES

........

1

NO

........

.2 ►

18

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

YES

........

..1

NO

........

....2

►50

WAG

E W

ORK

ERS .

........

........

........

........

........

........

........

........

...1SE

LF E

MPL

OYE

D (N

ON

-AG

RIC

):

WIT

H P

AID

EM

PLO

YEES

........

........

........

........

........

........

.2

WIT

HO

UT

PAID

EM

PLO

YEES

.......

........

........

........

.......3

SELF

EM

PLO

YED

(AG

RIC

):

WIT

H P

AID

EM

PLO

YEES

........

........

........

........

........

........

.4

WIT

HO

UT

PAID

EM

PLO

YEES

.......

........

........

........

.......5

UN

PAID

FA

MIL

Y H

ELPE

R (N

ON

-AG

RIC

) .....

........

.....6

UN

PAID

FA

MIL

Y H

ELPE

R (A

GRI

C) .

........

........

........

.......7

UN

PAID

APP

REN

TICE

SHIP

........

........

........

........

........

........

8O

THER

, SPE

CIFY

........

........

........

........

........

........

........

........

......9

MA

RRIE

D ...

........

........

........

...1

LIVI

NG

TO

GET

HER

.......

........

........

2SE

PARA

TED

.......

........

........

..3

(►

18)

AN

NU

LED

.......

........

........

.....4

(►

18)

NEV

ER M

ARR

IED

........

......5

(►18

)W

IDO

W(E

R) ...

........

........

....6

(►18

)D

IVO

RCED

.......

........

........

....7

(►18

)

Appendix 2 83

27.

28.

29.

30.

31.

32.

33.

34.

35.

For w

age

wor

kers

O

NLY

, are

you

entit

led

to p

aid

leav

e in

your

pr

esen

t job

?

For w

age

wor

kers

O

NLY

, do

you

have

a

lega

l writ

ten

cont

ract

w

ith yo

ur e

mpl

oyer

?

For w

age

wor

kers

ON

LY, is

(N

AM

E)'s

empl

oyer

for t

his

wor

k…

For w

age

wor

kers

ON

LY,

how

man

y yea

rs h

as

[NA

ME]

wor

ked

for t

his

empl

oyer

?

How

man

y yea

rs h

as

(NA

ME)

wor

ked

for t

his

spec

ific

occu

patio

n?

App

roxim

atel

y ho

w m

any w

age

wor

kers

are

us

ually

em

ploy

ed in

th

e es

tabl

ishm

ent

whe

re (N

AM

E)

wor

ks? (

incl

ude

NA

ME)

How

use

ful w

ere

(NA

ME)

's fo

rmal

edu

catio

n fo

r thi

s wor

k?

DES

CRIP

TIO

NCO

DE

DES

CRIP

TIO

NCO

DE

NU

MBE

R

Wha

t kin

d of

trad

e or

bus

ines

s is

it co

nnec

ted

with

?

[CO

DE:

PSI

C SE

CTO

R][C

OD

E: P

SOC

COD

E]

Wha

t kin

d of

wor

k doe

s (N

AM

E) u

sual

ly d

o in

this

job?

DES

CRIB

E TH

E O

CCU

PATI

ON

A

ND

MA

IN T

ASK

S O

R D

UTI

ES

IN A

T LE

AST

2 W

ORD

S.

PRIM

ARY

JOB

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

NO

T U

SEFU

L AT

ALL

........

........

......1

SOM

EWH

AT U

SEFU

L .....

........

........

2U

SEFU

L .....

........

........

........

........

........

.....3

VERY

USE

FUL .

........

........

........

........

....4

RESP

ON

DEN

T H

AD

NO

ED

UCA

TIO

N ...

........

........

........

........

....5

GO

VERN

MEN

T ....

........

........

........

1PO

LITI

CAL

PART

Y ....

........

........

..2CO

OPE

RATI

VE....

........

........

........

..3N

GO

......

........

........

........

........

........

....4

INT’

L O

RG ...

........

........

........

........

....5

RELI

GIO

US

ORG

.......

........

........

...6PR

IVAT

E SE

CTO

R ....

........

........

....7

OTH

ER, S

PECI

FY ....

........

........

......8

Appendix 284

36.

37.

39.

40.

41.

42.

Wha

t min

imum

leve

l of f

orm

al e

duca

tion

do yo

u th

ink

wou

ld b

e re

quire

d be

fore

som

eone

wou

ld b

e ab

le to

ca

rry o

ut th

is w

ork?

How

man

y yea

rs

of w

ork

expe

rienc

e in

ot

her r

elat

ed w

ork

do yo

u th

ink

wou

ld b

e re

quire

d be

fore

som

eone

w

ith [L

EVEL

OF

EDU

CATI

ON

IN

THE

PREV

IOU

S Q

UES

TIO

N]

wou

ld b

e ab

le to

ca

rry o

ut th

is w

ork?

For w

age

wor

kers

O

NLY

, are

you

entit

led

to p

aid

leav

e in

your

pr

esen

t job

?

For w

age

wor

kers

O

NLY

, do

you

have

a

lega

l writ

ten

cont

ract

w

ith yo

ur e

mpl

oyer

?

For e

mpl

oyee

s ON

LYIs

[NA

ME]

's em

ploy

er fo

r th

is w

ork…

For w

age

wor

kers

ON

LY,

how

man

y yea

rs h

as

[NA

ME]

wor

ked

for t

his

empl

oyer

?

YEA

RS

38.

In th

is PR

IMA

RY jo

b, h

ow m

uch

was

(NA

ME)

's to

tal in

com

e in

the

last

12 m

onth

s?

Sala

ry p

er fr

eque

ncy

spec

ified

in p

revi

ous

ques

tion

mon

th/w

eek/

day

(PH

P)

No.

of m

onth

s em

ploy

ed fo

r the

la

st 12

mon

ths

Freq

uenc

y of s

alar

y1-

mon

thly

2-w

eekl

y3-

daily

SEC

ON

DA

RY JO

B

NO

FO

RMA

L ED

UCA

TIO

N/B

ELO

W P

RIM

ARY

........

........

..1CO

MPL

ETED

PRI

MA

RY E

DU

CATI

ON

.......

........

........

........

......2

COM

PLET

ED JU

NIO

R H

IGH

SCH

OO

L .....

........

........

........

......3

CO

MPL

ETED

VO

CATI

ON

AL

UPP

ER S

ECO

ND

ARY

.......

..4CO

MPL

ETED

SEN

IOR

HS .

........

........

........

........

........

........

........

......5

COM

PLET

ED P

OST

-SEC

ON

DA

RY N

ON

-TER

TIA

RY

EDU

CATI

ON

.......

........

........

........

........

........

........

........

........

........

.......

6CO

MPL

ETED

PRE

-BAC

CALA

URE

ATE/

CER

TIFI

CATE

/D

IPLO

MA

........

........

........

........

........

........

........

........

........

........

........

.....7

BACH

ELO

R’S

DEG

REE

........

........

........

........

........

........

........

........

.....8

MA

STER

’S D

EGRE

E .....

........

........

........

........

........

........

........

........

.......

9Ph

.D a

nd a

bove

.......

........

........

........

........

........

........

........

........

........

....10

OTH

ER, S

PECI

FY ....

........

........

........

........

........

........

........

........

........

...11

YES

........

.....1

NO

........

......2

YES

........

.....1

NO

........

......2

GO

VERN

MEN

T ....

........

........

....1

POLI

TICA

L PA

RTY

........

........

..2CO

OPE

RATI

VE....

........

........

......3

NG

O ..

........

........

........

........

........

....4

INT’

L O

RG ...

........

........

........

........

5RE

LIG

IOU

S O

RG ...

........

........

...6

PRIV

ATE

SECT

OR

........

........

....7

OTH

ER, S

PECI

FY ....

........

........

..8

Appendix 2 85

43.

44.

45.

46.

47.

48.

49.

How

man

y yea

rs

has [

NA

ME]

w

orke

d fo

r thi

s sp

ecifi

c oc

cupa

tion?

App

roxim

atel

y ho

w m

any p

aid

wor

kers

are

us

ually

em

ploy

ed

in th

e es

tabl

ishm

ent

whe

re yo

u w

ork?

(in

clud

e yo

urse

lf)

How

use

ful w

ere

your

stud

ies

durin

g you

r for

mal

edu

catio

n fo

r thi

s wor

k?

Wha

t min

imum

leve

l of f

orm

al e

duca

tion

do

you

thin

k wou

ld b

e re

quire

d be

fore

so

meo

ne w

ould

be

able

to c

arry

out

this

wor

k?

How

man

y ye

ars o

f wor

k ex

perie

nce

in

othe

r rel

ated

w

ork d

o yo

u th

ink w

ould

be

requ

ired

befo

re

som

eone

with

[L

EVEL

OF

EDU

CATI

ON

IN

TH

E PR

EVIO

US

QU

ESTI

ON

] w

ould

be

able

to

carry

out

this

wor

k?

DES

CRIP

TIO

NCO

DE

DES

CRIP

TIO

NCO

DE

NU

MBE

R

YEA

RS

50.

In th

is se

cond

ary j

ob, h

ow m

uch

was

[NA

ME]

's to

tal

inco

me

in th

e la

st 12

mon

ths?

No.

of m

onth

s em

ploy

ed fo

r th

e la

st 12

m

onth

s

Freq

uenc

y of s

alar

y1-

mon

thly

2-w

eekl

y3-

daily

Sala

ry p

er

freq

uenc

y sp

ecifi

ed in

pr

evio

us

ques

tion

mon

th/w

eek/

day

(PH

P)

Wha

t kin

d of

wor

k doe

s [N

AM

E] u

sual

ly d

o in

this

job?

DES

CRIB

E TH

E O

CCU

PATI

ON

AN

D M

AIN

TA

SKS

OR

DU

TIES

IN A

T LE

AST

2 W

ORD

S.

Wha

t kin

d of

trad

e or

bus

ines

s is

it co

nnec

ted

with

?

[CO

DE:

PSO

C CO

DE]

[CO

DE:

PSI

C SE

CTO

R]

NO

T U

SEFU

L AT

ALL

........

........

......1

SOM

EWH

AT U

SEFU

L .....

........

........

2U

SEFU

L .....

........

........

........

........

........

.....3

VERY

USE

FUL .

........

........

........

........

....4

RESP

ON

DEN

T H

AD

N

O E

DU

CATI

ON

.......

........

........

....5

NO

FO

RMA

L ED

UCA

TIO

N/B

ELO

W

PRIM

ARY

.......

........

........

........

........

........

........

........

........

.1CO

MPL

ETED

PRI

MA

RY E

DU

CATI

ON

.......

........

2CO

MPL

ETED

JUN

IOR

HIG

H S

CHO

OL .

........

....3

COM

PLET

ED V

OCA

TIO

NA

L U

PPER

SE

CON

DA

RY ....

........

........

........

........

........

........

........

....4

COM

PLET

ED S

ENIO

R H

S .....

........

........

........

........

....5

COM

PLET

ED P

OST

-SEC

ON

DA

RY N

ON

-TE

RTIA

RY E

DU

CATI

ON

........

........

........

........

........

.6CO

MPL

ETED

PRE

-BAC

CALA

URE

ATE/

CE

RTIF

ICAT

E/D

IPLO

MA

........

........

........

........

.......

7BA

CHEL

OR’

S D

EGRE

E ....

........

........

........

........

........

...8

MA

STER

’S D

EGRE

E .....

........

........

........

........

........

........

.9Ph

.D a

nd a

bove

.......

........

........

........

........

........

........

......1

0O

THER

, SPE

CIFY

........

........

........

........

........

........

........

.11

Appendix 286

51.

53.

54.

55.

Are

you

a po

st-

seco

ndar

y sch

ool

grad

uate

?

Cons

ider

ing b

oth

your

prim

ary a

nd

seco

ndar

y job

s, is

your

cur

rent

car

eer

your

des

ired

care

er?

Just

thin

king

abo

ut yo

ur c

ircum

stan

ces w

hen

you

wer

e st

ill st

udyi

ng, w

hat k

ind

of

info

rmat

ion

wer

e m

ade

avai

labl

e to

you

to

guid

e yo

u in

cho

osin

g you

r des

ired

care

er

then

? Tic

k all t

hat a

pplie

s.

Just

thin

king

abo

ut yo

ur c

ircum

stan

ces w

hen

you

wer

e st

ill st

udyi

ng, w

hat k

ind

of in

form

atio

n w

ould

hav

e be

en u

sefu

l to

guid

e yo

u in

your

cu

rrent

car

eer?

Tic

k all t

hat a

pplie

s.

Rank

1Ra

nk 2

Rank

3

Whi

ch th

ree

maj

or so

urce

s of i

nfor

mat

ion

did

you

use

rega

rdin

g you

r cho

ice

of p

ost-

seco

ndar

y sch

ool a

nd p

ost-

seco

ndar

y m

ajor

/voc

atio

n? R

ank i

n or

der o

f in

fluen

ce/im

porta

nce

(1-m

ost i

mpo

rtant

, an

d so

on)

52.

YES

........

...1

N

O ....

........

2 ►

52

PARE

NTS

........

........

........

........

........

........

........

........

........

...1

SIBL

ING

(S) ..

........

........

........

........

........

........

........

........

.....2

TE

ACH

ER ....

........

........

........

........

........

........

........

........

......3

PE

ERS .

........

........

........

........

........

........

........

........

........

........

.4

GU

IDA

NCE

CO

UN

SELO

R .....

........

........

........

........

...5

RELA

TIVE

........

........

........

........

........

........

........

........

........

..6

BOO

KS, N

EWSP

APE

R, M

AGA

ZIN

E ....

........

........

7 IN

TERN

ET ...

........

........

........

........

........

........

........

........

.....8

TE

LEVI

SIO

N/R

AD

IO ..

........

........

........

........

........

.......9

O

THER

, SPE

CIFY

........

........

........

........

........

........

........

10

YES

........

.....1

NO

........

......2

LABO

R M

ARK

ET IN

FORM

ATIO

N ...

........

........

.....1

[ ]

TYPE

S O

F O

CCU

PATI

ON

S A

ND

TRA

ININ

G

THAT

FIT

PER

SON

AL

INTE

REST

S .....

........

........

2 [

] TY

PES

OF

OCC

UPA

TIO

NS

AN

D T

RAIN

ING

TH

AT F

IT W

AGE

PREF

EREN

CES .

........

........

........

3 [

]TY

PES

OF

OCC

UPA

TIO

NS

AN

D T

RAIN

ING

TH

AT F

IT S

KILL

S .....

........

........

........

........

........

........

....4

[ ]

SCH

OO

LS T

HAT

CA

N P

ROVI

DE

A

QU

ALI

TY E

DU

CATI

ON

GIV

EN

PREF

EREN

CES .

........

........

........

........

........

........

........

.....5

[ ]

INFO

RMAT

ION

ON

FU

ND

ING

OPT

ION

S .....

..6 [

]O

THER

SPE

CIFY

.......

........

........

........

........

........

........

......7

[ ]

LABO

R M

ARK

ET IN

FORM

ATIO

N ...

........

........

........

1 [

]TY

PES

OF

OCC

UPA

TIO

NS

AN

D T

RAIN

ING

TH

AT F

IT P

ERSO

NA

L IN

TERE

STS .

........

........

.......

2 [

] TY

PES

OF

OCC

UPA

TIO

NS

AN

D T

RAIN

ING

TH

AT F

IT W

AGE

PREF

EREN

CES .

........

........

........

...3

[ ]

TYPE

S O

F O

CCU

PATI

ON

S A

ND

TRA

ININ

G

THAT

FIT

SKI

LLS .

........

........

........

........

........

........

........

...4

[ ]

SCH

OO

LS T

HAT

CA

N P

ROVI

DE

A

QU

ALI

TY E

DU

CATI

ON

GIV

EN

PREF

EREN

CES .

........

........

........

........

........

........

........

........

5 [

]IN

FORM

ATIO

N O

N F

UN

DIN

G O

PTIO

NS .

........

.6 [

]O

THER

SPE

CIFY

.......

........

........

........

........

........

........

........

.7 [

]

Appendix 2 87

SECT

ION

C: H

OU

SIN

G, W

ATE

R an

d SA

NIT

ATI

ON

[ASK

HO

USE

HO

LD H

EAD

]

5.6.

3.

Wha

t is t

he h

ouse

hold

's m

ajor

fu

el u

sed

for l

ight

ing?

7.4.

The

toile

t and

ba

thro

om a

re in

side

the

dwel

ling.

Wha

t is t

he m

ain

sour

ce o

f w

ater

for h

ouse

hold

act

iviti

es

(coo

king

, cle

anin

g, ba

thin

g, et

c)?

PHP

How

did

you

get t

his d

wel

ling?

How

muc

h do

es th

is ho

useh

old

pay p

er m

onth

to re

nt th

is dw

ellin

g?

PHP

The

roof

of t

he m

ain

dwel

ling a

re

pred

omin

antly

mad

e of

wha

t m

ater

ials?

1.2.

Estim

ate

the

rent

per

mon

th

you

coul

d re

ceiv

e if

you

rent

ed th

is dw

ellin

g?

COM

BIN

E BO

TH C

ASH

AN

D IN

-KIN

D

PAYM

ENTS

FO

R RE

NT

SECT

ION

C: H

OU

SIN

G, W

ATER

, AN

D S

AN

ITAT

ION

OW

NER

/CO

-OW

NER

........

........

........

........

........

........

.......

1 ►

3M

ORT

GAG

ED/B

EIN

G P

URC

HA

SED

........

........

........

..2 ►

3EM

PLO

YER-

PRO

VID

ED/S

UBS

IDIZ

ED ....

........

........

...3 ►

3EM

PLO

YER-

PRO

VID

ED (F

REE)

........

........

........

........

.....4

►3

REN

TED

IN ..

........

........

........

........

........

........

........

........

........

...5

REN

TED

FRE

E w

/ CO

NSE

NT

........

........

........

........

........

.6 ►

3RE

NTE

D F

REE

w/o

CO

NSE

NT

.......

........

........

........

.......

7 ►

3O

THER

, SPE

CIFY

........

........

........

........

........

........

........

........

...8 ►

3

STRO

NG

MAT

ERIA

LS (G

ALV

AN

IZED

IR

ON

, ALU

MIN

UM

, TIL

E, C

ON

CRET

E,

BRIC

K, S

TON

E, A

SBES

TOS .

........

........

........

......1

LI

GH

T M

ATER

IALS

(CO

GO

N,

NIP

A A

NA

HAW

.......

........

........

........

........

........

......2

SALV

AGED

/MA

KESH

IFTM

ATER

IAL .

........

.....3

M

IXED

, BU

T PR

EDO

MIN

AN

TLY

ST

RON

G M

ATER

IALS

........

........

........

........

........

..4M

IXED

, BU

T PR

EDO

MIN

AN

TLY

LI

GH

T M

ATER

IALS

.......

........

........

........

........

........

5M

IXED

BU

T PR

EDO

MIN

AN

TLY

SA

LVAG

ED M

ATER

IALS

.......

........

........

........

......6

NO

T A

PPLI

CABL

E .....

........

........

........

........

........

.......7

YES

.....1

NO

......2

IN

DO

OR

TAP .

........

........

........

........

........

1N

EIG

HBO

RHO

OD

MA

NU

AL

WAT

ER P

UM

P .....

........

........

........

........

2N

EIG

HBO

RHO

OD

DEE

P W

ELL .

...3

RIVE

R/CR

EEK .

........

........

........

........

.......

4O

THER

, SPE

CIFY

........

........

........

........

..5

NO

NE

........

........

........

........

........

........

........

.....1

ELEC

TRIC

ITY

........

........

........

........

........

......2

KERO

SEN

E (g

aas)

.......

........

........

........

......3

LPG

(Liq

uefie

d pe

trole

um ga

s) ...

........

.4O

IL (v

eget

able

, ani

mal

, and

oth

ers)

..5

CAN

DLE

.......

........

........

........

........

........

........

.6O

THER

, SPE

CIFY

........

........

........

........

.......

8

Appendix 288

SECTION D1: HOUSEHOLD ASSETS

2 3How many [ITEMS] does your household own? [IF NONE WRITE '0'] AND MOVE TO NEXT ITEM

Number of [ITEM]s owned at present? [IF NONE WRITE '0' AND SKIP TO NEXT ITEM]

Number of [ITEM]s purchased in the past twelve months? [IF NONE WRITE '0']

What is the total value of all [CURRENT MARKET VALUE OF ITEM]s?

NUMBER NUMBER PHP

1 Refrigerator2 Laptop3 Personal Computer4 Internet Connection5 Cell Phone 6 Land Lines7 Jewelry8 Books/Magazines/Novels/Religious Texts, etc.9 Educational Software10 Bank Accounts11 Agricultural Land12 Residential Land13 Residential House

1

CODE

SECTION D1: HOUSEHOLD ASSETS

SECTION D2: HOUSEHOLD ASSETS (continued)SECTION D2: HOUSEHOLS ASSETS (cont'd) …

YES 1NO 2

15. For what purpose/s were the remittances used?1 - Education 3 - Household consumption other than education/health/medical2 - Health/Medical 4 - Investment/Business

5 - Other (Specify) ___________________________

YES 1NO 2

YES 1NO 2

17.d SOCIAL ASSISTANCE/ welfare benefits/ cash transfers ("poverty"/ income-support benefits)

17.h OTHER BENEFITS/ ALLOWANCES

17.e SCHOLARSHIPS

17.g HOUSING/ utility allowances (including heating benefits, financial support to pay electricity, water bills, etc.); IN-KIND BENEFITS (school feeding, social canteens) vouchers and coupons for food, fuel, transport etc.; fee waivers;

14. During the past 12 months, has this household received any transfers of money from individuals not currently living in the household?

16. During the past 12 months, has this household provided any transfers of money to individuals not currently living in the household?

17. During the past 12 months, has anyone in this household received any of these benefits from government or local authorities?

17.a PENSIONS (state); social pensions, disability pensions, merit pensions (ie, veterans)

17.b UNEMPLOYMENT benefit (insurance), non-contributory unemployment allowances or (re)insertion support

17.c CHILD AND FAMILY BENEFITS

17.f ADB-supported programs (Voucher Program or ESC)

Appendix 2 89

SECT

ION

E: R

ECEN

T SH

OCK

S TO

HO

USE

HO

LD W

ELFA

RESE

CTIO

N E

: REC

ENT

SHO

CKS

TO H

OU

SEH

OLD

WEL

FARE

[ASK

HO

USE

HO

LD H

EAD

OR

MO

ST K

NO

WLE

DG

EABL

E RE

SPO

ND

ENT]

1.

2.3.

5.6.

Ove

r the

pas

t fiv

e ye

ars w

as yo

ur h

ouse

hold

seve

rely

affe

cted

ne

gativ

ely b

y any

of t

he fo

llow

ing

even

ts?

Rank

the

thre

e m

ost

signi

fican

t sho

cks y

ou

expe

rienc

ed

Did

[SH

OCK

] cau

se

a re

duct

ion

in

hous

ehol

d in

com

e an

d/or

ass

ets?

Did

this

shoc

k affe

ct

educ

atio

n-re

late

d de

cisio

ns?

Do

you

thin

k th

ese

shoc

ks w

ill

still

affe

ct

educ

ated

-rel

ated

de

cisio

n in

the

next

year

?

MO

NTH

YEA

R

301

Dro

ught

/Flo

ods/

Typh

oons

302

Crop

dise

ase

or c

rop

pest

s suc

h as

gro

und-

hog

atta

cks

303

Live

stoc

k die

d or

wer

e st

olen

304

Hou

seho

ld b

usin

ess f

ailu

re, n

on-a

gric

ultu

ral

305

Loss

of s

alar

ied

empl

oym

ent o

r non

-pay

men

t of s

alar

y

306

Larg

e fa

ll in

sale

pric

es fo

r cro

ps

307

Larg

e ris

e in

pric

e of

food

308

Incr

ease

in sc

hool

cos

ts

309

Seve

re w

ater

shor

tage

/ele

ctric

ity p

robl

ems

310

Rest

ricte

d ac

cess

to m

arke

ts

311

Chro

nic/

seve

re ill

ness

or a

ccid

ent o

f hou

seho

ld m

embe

r

312

Dea

th o

f a m

embe

r of h

ouse

hold

313

Dea

th o

f oth

er fa

mily

mem

ber

314

Brea

k-up

of t

he h

ouse

hold

315

Bush

fire/

Fire

316

Hija

ckin

g/Ro

bber

y/bu

rgla

ry/a

ssau

lt/Th

eft/K

idna

ppin

g

317

Dw

ellin

g da

mag

ed, d

estro

yed

318

Unp

lann

ed P

regn

ancy

319

Law

suits

320

Oth

er _

____

____

____

___

4.

S H O C K I D

Whe

n di

d th

is [S

HO

CK]

occu

r?

THE

QU

ESTI

ON

S TO

TH

E RI

GH

T SH

OU

LD O

NLY

BE

ASK

ED

CON

CERN

ING

TH

E TH

REE

MO

ST S

EVER

E SH

OCK

S, A

S IN

DIC

ATE

D IN

Q

UES

TIO

N 2

.

LEA

VE A

LL

OTH

ER R

OW

S BL

AN

K.

PUT

COD

E O

F BI

GG

EST

SHO

CKS

GO

TH

ROU

GH

EN

TIRE

LIS

T BE

FORE

PRO

CEED

ING

TO

Q2.

YES

........

....1

NO

........

.....2

(►N

EXT

ITEM

)

YES

........

....1

NO

........

.....2

(►N

EXT

ITEM

)

YES

........

....1

NO

........

.....2

(►N

EXT

ITEM

)

MO

ST S

EVER

E .....

.......1

SE

CON

D M

OST

SE

VERE

.......

........

........

.2TH

IRD

MO

ST

SEVE

RE ...

........

........

.....3

INCO

ME

LOSS

...1

ASS

ET L

OSS

........

.2LO

SS O

F BO

TH ..3

NEI

THER

.......

........

4

JAN

UA

RY....

........

........

........

........

.......

01FE

BRU

ARY

........

........

........

........

........

.02

MA

RCH

........

........

........

........

........

.......

03A

PRIL

.......

........

........

........

........

........

....04

MAY

.......

........

........

........

........

........

.......

05JU

NE.

........

........

........

........

........

........

....06

JULY

........

........

........

........

........

........

......0

7AU

GU

ST ....

........

........

........

........

........

.08

SEPT

EMBE

R ....

........

........

........

........

..09

OCT

OBE

R .....

........

........

........

........

.....1

0N

OVE

MBE

R ....

........

........

........

........

..11

DEC

EMBE

R ....

........

........

........

........

...12

Appendix 290

SECT

ION

F: P

ARE

NTA

L/LE

GA

L G

UA

RDIA

N IN

VOLV

EMEN

T[A

SK P

ARE

NT

OF

THE

STU

DEN

T U

ND

ER C

ON

SID

ERA

TIO

N O

R LE

GA

L G

UA

RDIA

N O

R M

OST

KN

OW

LED

GEA

BLE

RESP

ON

DEN

T][IN

TH

IS S

ECTI

ON

, "N

AM

E" R

EFER

S TO

TH

E ST

UD

ENT

UN

DER

CO

NSI

DER

ATI

ON

]1.

COPY

ID F

OR

RESP

ON

DEN

T TO

TH

IS S

ECTI

ON

FRO

M H

OU

SEH

OLD

RO

STER

TUIT

ION

TRA

NSP

ORT

TUTO

RIN

G

ID (of sampled student)

1.Pl

ease

pro

vide

the

brea

kdow

n of

cos

ts fo

r [SC

HO

OL]

for a

cade

mic

year

201

6-20

17 fo

r [N

AM

E]

SCH

OO

L U

NIF

ORM

BOO

KS, S

CH

OO

L M

ATE

RIA

LS, S

CH

OO

L PR

OJE

CT

ALL

OW

AN

CE

(exc

ludi

ng

trans

port,

etc

.)O

THER

TOTA

LA

CC

OM

MO

DA

TIO

N

SECT

ION

F: P

ARE

NTA

L/LE

GA

L G

UA

RDIA

N IN

VOLV

EMEN

T

Appendix 2 91

2b.

MER

IT-B

ASE

D

SCH

OLA

RSH

IPS

LOA

NS

VOU

CH

ERS

ESC

OTH

ER

(Spe

cify

)

3.4.

Are

you

awar

e of

the

follo

win

g pr

ogra

ms?

Is (N

AM

E O

F ST

UD

ENT)

's sc

hool

att

enda

nce

parti

ally

fu

nded

by t

he fo

llow

ing

prog

ram

s?

In a

dditi

on to

the

subs

idie

s rec

eive

d fro

m

gove

rnm

ent a

nd o

ther

sc

hola

rshi

p gr

ants

, ap

prox

imat

ely h

ow m

uch

top-

up e

xpen

ses h

ave

you

incu

rred

for (

NA

ME

OF

STU

DEN

T)'s

scho

olin

g for

this

scho

ol

year

?

Vouc

her

Educ

atio

n Se

rvic

e C

ontra

ctin

g

2a.

How

muc

h of

the

educ

atio

nal c

osts

wer

e fin

ance

d us

ing t

he fo

llow

ing m

eans

for [

NA

ME]

for t

he a

cade

mic

year

201

6-20

17?

HO

USE

HO

LDO

THER

EX

TEN

DED

FA

MIL

Y /

FRIE

ND

S

STU

DEN

T'S

INC

OM

EN

EED

-BA

SED

SC

HO

LARS

HIP

SVo

uche

rEd

ucat

ion

Serv

ice

Con

tract

ing

YES

........

......1

N

O ....

........

...2

►8

YES

........

......1

►8

NO

........

.......

2

Appendix 292

6.7.

8.9.

If (N

AM

E O

F ST

UD

ENT)

was

qua

lifie

d fo

r a vo

uche

r but

did

not

av

ail t

he p

rogr

am, w

hy d

id (N

AM

E O

F ST

UD

ENT)

not

acc

ess i

t?If

(NA

ME

OF

STU

DEN

T) w

as q

ualif

ied

for E

SC b

ut d

id n

ot a

vail

the

prog

ram

, why

did

(NA

ME

OF

STU

DEN

T) n

ot a

cces

s it?

Are

you

fam

iliar w

ith th

e K-

12 S

tude

nt P

rimer

?O

n a

scal

e of

1 to

10, 1

bei

ng ve

ry u

sefu

l to

10

bein

g not

use

ful, h

ow u

sefu

l is th

e K-

12 S

tude

nt

Prim

er?

5.Co

uld

(NA

ME

OF

STU

DEN

T)

have

acc

ess t

o th

e fo

llow

ing

prog

ram

s?

Vouc

her

Educ

atio

n Se

rvic

e C

ontra

ctin

g

NO

PRI

VATE

SCH

OO

LS IN

ARE

A ...

........

........

........

........

........

........

1N

O P

RIVA

TE S

CHO

OLS

TH

AT C

OU

LD A

FFO

RD/

VA

LUE

OF

VOU

CHER

IS N

OT

ENO

UG

H

FOR

PRIV

ATE

SCH

OO

L EX

PEN

SES .

........

........

........

........

........

.....2

PRIV

ATE

SCH

OO

L Q

UA

LITY

NO

T G

OO

D

COM

PARE

D T

O P

UBL

IC ...

........

........

........

........

........

........

........

........

.3PR

OCE

SS O

F AC

CESI

NG

VO

UCH

ER IS

DIF

FICU

LT ...

........

....4

WA

S N

OT

ACCE

PTED

INTO

PRE

FERR

ED

PRIV

ATE

SCH

OO

L ....

........

........

........

........

........

........

........

........

........

......5

PRIV

ATE

SCH

OO

L D

ID N

OT

OFF

ER T

RACK

TH

AT W

AS

OF

INTE

REST

.......

........

........

........

........

........

........

........

....6

OTH

ER (S

PECI

FY) .

........

........

........

........

........

........

........

........

........

........

..7

NO

PRI

VATE

SCH

OO

LS IN

ARE

A ...

........

........

........

........

........

........

1N

O P

RIVA

TE S

CHO

OLS

TH

AT C

OU

LD A

FFO

RD/

VA

LUE

OF

VOU

CHER

IS N

OT

ENO

UG

H

FOR

PRIV

ATE

SCH

OO

L EX

PEN

SES .

........

........

........

........

........

.....2

PRIV

ATE

SCH

OO

L Q

UA

LITY

NO

T G

OO

D

COM

PARE

D T

O P

UBL

IC ...

........

........

........

........

........

........

........

........

.3PR

OCE

SS O

F AC

CESI

NG

VO

UCH

ER IS

DIF

FICU

LT ...

........

....4

WA

S N

OT

ACCE

PTED

INTO

PRE

FERR

ED

PRIV

ATE

SCH

OO

L ....

........

........

........

........

........

........

........

........

........

......5

PRIV

ATE

SCH

OO

L D

ID N

OT

OFF

ER T

RACK

TH

AT W

AS

OF

INTE

REST

.......

........

........

........

........

........

........

........

....6

OTH

ER (S

PECI

FY) .

........

........

........

........

........

........

........

........

........

........

..7

YES

........

......1

N

O ....

........

...2

►8

YES

........

......1

N

O ....

........

...2

►10

Appendix 2 93

10.

11.12

.13

.H

as (N

AM

E O

F ST

UD

ENT)

rece

ntly

tran

sfer

red

from

ano

ther

scho

ol?

Wha

t are

the

3 maj

or re

ason

s why

(NA

ME

OF

STU

DEN

T) h

as tr

ansf

erre

d

from

ano

ther

scho

ol?Fo

r the

nex

t sch

ool y

ear,

do yo

u ha

ve p

lans

of

tran

sfer

ring (

NA

ME

OF

STU

DEN

T) to

an

othe

r sch

ool?

Wha

t are

the

3 maj

or re

ason

s why

you

are

plan

ning

to tr

ansf

er (N

AM

E O

F ST

UD

ENT)

to a

noth

er sc

hool

?

Rank

1:Ra

nk 2:

Rank

3:

Rank

1:Ra

nk 2

:Ra

nk 3:

YES

........

......1

N

O ....

........

...2

►12

YES

........

......1

N

O ....

........

...2

►14

TOP-

UP

EXPE

NSE

S(O

F PR

EVIO

US

SCH

OO

L) A

RE

UN

PEXC

TED

LY T

OO

HIG

H /

TH

E VO

UCH

ER A

MO

UN

T, E

SC

SUSB

SID

IES,

AN

D/O

R O

THER

SCH

OLA

RSH

IP S

UBS

IDIE

S A

RE U

NEX

PECT

EDLY

NO

T EN

OU

GH

TO

CO

VER

ALL

FEE

S IN

PR

EVIO

US

SCH

OO

L .....

........

........

........

........

........

........

........

........

........

........

......1

EXPE

CTED

TH

AT S

CHO

OL-

RELA

TED

EX

PEN

SES

(O

F PR

EVIO

US

SCH

OO

L) A

RE H

IGH

BU

T CA

N N

O L

ON

GER

A

FFO

RD ...

........

........

........

........

........

........

........

........

........

........

........

........

........

........

.2ST

UD

ENT

CAN

NO

T CO

PE W

ITH

ACA

DEM

IC

REQ

UIR

EMEN

TS O

F PR

EVIO

US

SCH

OO

L.....

........

........

........

........

........

.3ST

UD

ENT

FELT

TH

AT H

E/SH

E D

ID N

OT

BELO

NG

TO

PRE

VIO

US

SCH

OO

L ...

........

........

........

........

........

........

........

........

........

.......4

TEAC

HER

S IN

TH

E PR

EVIO

US

SCH

OO

L D

ID N

OT

HAV

E TE

CHN

ICA

L EX

PERT

ISE .

........

........

........

........

........

........

........

........

........

........

..5PR

EVIO

US

SCH

OO

L D

ID N

OT

OFF

ER S

TUD

ENT’

S

PREF

ERRE

D T

RACK

........

........

........

........

........

........

........

........

........

........

........

.....6

WA

NT

TO M

OVE

TO

A S

CHO

OL

THAT

OFF

ERS

BETT

ER

FACI

LITI

ES A

ND

NO

N-C

URR

ICU

LUM

ACT

IVIT

IES .

........

........

........

.7O

THER

(SPE

CIFY

) .....

........

........

........

........

........

........

........

........

........

........

........

.....8

TOP-

UP

EXPE

NSE

S(O

F PR

EVIO

US

SCH

OO

L) A

RE

UN

PEXC

TED

LY T

OO

HIG

H /

TH

E VO

UCH

ER A

MO

UN

T, E

SC

SUSB

SID

IES,

AN

D/O

R O

THER

SCH

OLA

RSH

IP S

UBS

IDIE

S A

RE U

NEX

PECT

EDLY

NO

T EN

OU

GH

TO

CO

VER

ALL

FEE

S IN

PR

EVIO

US

SCH

OO

L .....

........

........

........

........

........

........

........

........

........

........

......1

EXPE

CTED

TH

AT S

CHO

OL-

RELA

TED

EX

PEN

SES

(O

F PR

EVIO

US

SCH

OO

L) A

RE H

IGH

BU

T CA

N N

O L

ON

GER

A

FFO

RD ...

........

........

........

........

........

........

........

........

........

........

........

........

........

........

.2ST

UD

ENT

CAN

NO

T CO

PE W

ITH

ACA

DEM

IC

REQ

UIR

EMEN

TS O

F PR

EVIO

US

SCH

OO

L.....

........

........

........

........

........

.3ST

UD

ENT

FELT

TH

AT H

E/SH

E D

ID N

OT

BELO

NG

TO

PRE

VIO

US

SCH

OO

L ...

........

........

........

........

........

........

........

........

........

.......4

TEAC

HER

S IN

TH

E PR

EVIO

US

SCH

OO

L D

ID N

OT

HAV

E TE

CHN

ICA

L EX

PERT

ISE .

........

........

........

........

........

........

........

........

........

........

..5PR

EVIO

US

SCH

OO

L D

ID N

OT

OFF

ER S

TUD

ENT’

S

PREF

ERRE

D T

RACK

........

........

........

........

........

........

........

........

........

........

........

.....6

WA

NT

TO M

OVE

TO

A S

CHO

OL

THAT

OFF

ERS

BETT

ER

FACI

LITI

ES A

ND

NO

N-C

URR

ICU

LUM

ACT

IVIT

IES .

........

........

........

.7O

THER

(SPE

CIFY

) .....

........

........

........

........

........

........

........

........

........

........

........

.....8

Appendix 294

15.

16.

17.

18.

Wha

t tra

ck d

o yo

u w

ant/i

s you

r chi

ld to

pur

sue/

purs

uing

in

Sen

ior H

igh

Scho

ol?

Wha

t are

the

3 maj

or c

onsid

erat

ion

for y

ou in

cho

osin

g thi

s tra

ck fo

r you

r chi

ld?

Do

you

have

any

info

rmat

ion

on fi

nanc

ial a

id (s

chol

arsh

ip

or st

uden

t loa

ns) w

hich

your

ch

ild c

an a

vail f

or se

nior

hig

h sc

hool

?

Wha

t wer

e yo

ur th

ree

maj

or so

urce

s of i

nfor

mat

ion

on

finan

cial

aid

for s

enio

r hig

h sc

hool

? Ran

k in

orde

r of

impo

rtanc

e (1

-mos

t im

porta

nt a

nd so

on)

Rank

1:Ra

nk 2

:Ra

nk 3:

Rank

1:Ra

nk 2

:Ra

nk 3:

14. W

hat k

ind

of w

ork w

ould

you

pref

er fo

r [N

AM

E]?

COD

ED

ESCR

IBE

THE

OCC

UPA

TIO

N

AN

D M

AIN

TA

SKS

OR

DU

TIES

IN

AT

LEA

ST 2

WO

RDS.

Aca

dem

ic ...

........

........

........

........

........

........

........

........

.......

1Te

chni

cal/

Voca

tiona

l/Li

velih

ood .

........

........

........

..2Sp

orts

........

........

........

........

........

........

........

........

........

........

..3A

rts a

nd D

esig

n ....

........

........

........

........

........

........

........

..4O

ther

s, sp

ecify

........

........

........

........

........

........

........

........

5

POTE

NTI

AL

WAG

ES ...

........

........

........

........

........

........

........

......1

BRO

AD

EM

PLO

YMEN

T O

PPO

RTU

NIT

IES .

........

........

...2

EMPL

OYM

ENT

OPP

ORT

UN

ITIE

S IN

MA

NIL

A ...

........

3A

BILI

TY T

O W

ORK

ABR

OA

D ....

........

........

........

........

........

...4

INTE

REST

.......

........

........

........

........

........

........

........

........

........

........

5BE

ST F

ITS

CHIL

D’S

SKI

LLS .

........

........

........

........

........

........

....6

COST

/FIN

AN

CIA

L CO

NSI

DER

ATIO

NS

........

........

........

7RE

COM

MEN

DAT

ION

OF

OTH

ER F

AM

ILY

MEM

BERS

......

........

........

........

........

........

........

........

........

........

......

9RE

COM

MEN

DAT

ION

OF

FRIE

ND

S/PE

ERS .

........

.......1

0SO

CIA

L AC

CEPT

ABI

LITY

/EX

PECT

ATIO

NS .

........

......1

1

YES

........

......1

N

O ....

........

...2

►19

Web

site

of sc

hool

s .....

........

........

........

........

........

........

.......

1Te

ache

rs ...

........

........

........

........

........

........

........

........

........

.....2

Gui

danc

e Co

unse

lors

........

........

........

........

........

........

.......

3St

uden

t .....

........

........

........

........

........

........

........

........

........

.....4

Frie

nds o

r Rel

ativ

es ...

........

........

........

........

........

........

........

5Bo

oks,

New

spap

er, M

agaz

ine .

........

........

........

........

.....6

Bank

.......

........

........

........

........

........

........

........

........

........

........

.7Fl

yers

or P

rint A

ds ....

........

........

........

........

........

........

........

..8O

ther

s, sp

ecify

........

........

........

........

........

........

........

........

....9

Appendix 2 95

19.

20.

21.

22.

23.

On

a sc

ale

of 1-

10, w

ith 1

havi

ng th

e hi

ghes

t qua

lity a

nd 10

hav

ing t

he lo

wes

t qu

ality

, how

muc

h do

you

thin

k the

qu

ality

of s

choo

l mat

ter i

n de

term

inin

g yo

ur c

hild

’s jo

b ou

tcom

es?

On

a sc

ale

of 1-

10, w

ith 1

bein

g ver

y im

porta

nt a

nd 10

not

impo

rtant

, how

m

uch

do yo

u th

ink s

choo

l tra

ck m

atte

rs in

de

term

inin

g you

r chi

ld’s

job

outc

omes

?

Do

you

expe

ct yo

ur c

hild

to c

ontin

ue o

nto

post

-sec

onda

ry e

duca

tion?

Wha

t are

the

3 mos

t im

porta

nt fa

ctor

s for

not

con

tinui

ng

with

pos

t sec

onda

ry e

duca

tion

or d

o no

t kno

w a

bout

your

de

cisio

n. R

ank i

n or

der o

f pre

fere

nce

(1-m

ost i

mpo

rtant

and

so

on)

.

Rank

1:Ra

nk 2

:Ra

nk 3:

Wha

t lev

el o

f edu

catio

n do

you

expe

ct yo

ur c

hild

to

com

plet

e?

YES

........

...1

►23

NO

........

....2

FI

NA

NCI

AL

PRO

BLEM

........

........

........

........

........

........

.....1

HO

USE

HO

LD R

ESPO

NSI

BILI

TIES

.......

........

........

......2

GRA

DES

NO

T SU

FFIC

IEN

T ....

........

........

........

........

.......3

NO

T N

ECES

SARY

FO

R CH

OIC

E O

F EM

PLO

YMEN

T ....

........

........

........

........

........

........

........

......4

ALR

EAD

Y H

AVE

A JO

B O

FFER

.......

........

........

........

.....5

NO

T IN

TERE

STED

.......

........

........

........

........

........

........

......6

UN

DEC

IDED

ON

WH

AT T

O S

TUD

Y ....

........

........

....7

WA

NT

TO P

URS

UE

OTH

ER IN

TERE

STS.

........

........

8FE

LT U

NPR

EPA

RED

FO

R PO

ST-S

ECO

ND

ARY

SC

HO

OL .

........

........

........

........

........

........

........

........

........

......9

MA

RRIA

GE

........

........

........

........

........

........

........

........

........

.10

OTH

ER, S

PECI

FY ....

........

........

........

........

........

........

........

..11

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6 7 8 9

Juni

or H

igh

Scho

ol ...

........

........

........

........

........

........

........

.......

1(S

KIP

TO N

EXT

SAM

PLED

STU

DEN

T. IF

NO

M

ORE

SA

MPL

ED S

TUD

ENT,

SKI

P TO

NEX

T SE

CTIO

N)

Seni

or H

igh

Scho

ol ...

........

........

........

........

........

........

........

.......

2(S

KIP

TO N

EXT

SAM

PLED

STU

DEN

T. IF

NO

M

ORE

SA

MPL

ED S

TUD

ENT,

SKI

P TO

NEX

T SE

CTIO

N)

Post

-sec

onda

ry n

on-t

ertia

ry ...

........

........

........

........

........

....3

Certi

ficat

e/D

iplo

ma

Cour

se ...

........

........

........

........

........

....4

Bach

elor

’s D

egre

e .....

........

........

........

........

........

........

........

.......

5M

aste

rs D

egre

e.....

........

........

........

........

........

........

........

........

....6

PhD

and

Abo

ve ....

........

........

........

........

........

........

........

........

.....7

Appendix 296

24.

25.

26.

How

muc

h ed

ucat

iona

l cos

t do

you

expe

ct w

ill be

nee

ded

to fi

nanc

e yo

ur c

hild

’s tu

ition

in p

ost-

seco

ndar

y edu

catio

n, a

nnua

lly?

Wha

t typ

e of

wor

k do

you

expe

ct yo

ur c

hild

will

perfo

rm a

s an

adul

t?

Whe

re d

o yo

u ex

pect

your

chi

ld to

be

empl

oyed

?

Less

than

Php

20,

000

........

........

........

........

........

........

........

........

........

........

........

........

........

........

.......

1M

ore

than

Php

20,

000

but l

ess t

han

Php

50,0

00 ...

........

........

........

........

........

........

........

......2

Mor

e th

an P

hp 5

0,00

0 bu

t les

s tha

n Ph

p 10

0,00

0 .....

........

........

........

........

........

........

........

..3M

ore

than

Php

100

,000

but

less

than

Php

300

,000

.......

........

........

........

........

........

........

.....4

Mor

e th

an P

hp 3

00,0

00....

........

........

........

........

........

........

........

........

........

........

........

........

........

.......

5

Prof

essio

nal (

e.g.

, doc

tor,

law

yer,

man

ager

, tea

cher

, etc

.) ....

........

........

........

........

......1

Wor

king

cla

ss/m

anua

l labo

rer/

trade

s/bl

ue c

olla

r (e.

g., f

acto

ry, m

aint

enan

ce,

carp

ente

r, el

ectri

cian

, etc

.) ....

........

........

........

........

........

........

........

........

........

........

........

........

.2Se

rvic

e in

dust

ry (e

.g.,

food

serv

ice,

cus

tom

er se

rvic

e, h

ospi

talit

y, e

tc.).

........

........

3Cl

eric

al (e

.g.,

offic

e as

sista

nt, r

ecor

d ke

epin

g) ...

........

........

........

........

........

........

........

.......4

Tech

nica

l (e.

g., c

ompu

ter p

rogr

amm

ing,

ele

ctro

nics

repa

ir) ...

........

........

........

........

....5

Empl

oym

ent i

s not

likel

y for

my c

hild

.......

........

........

........

........

........

........

........

........

........

.....6

Oth

er ty

pe o

f wor

k (pl

ease

spec

ify__

____

) ......

........

........

........

........

........

........

........

........

.7

With

in th

e ci

ty/m

unic

ipal

ity ....

........

........

........

........

......1

With

in th

e re

gion

.......

........

........

........

........

........

........

........

.2O

utsid

e th

e re

gion

, but

with

in th

e Ph

ilippi

nes .

.......

3O

vers

eas ..

........

........

........

........

........

........

........

........

........

.......

4

Appendix 2 97

27.

2829

30O

vera

ll, on

a sc

ale

of 1

to 10

(1 b

eing

very

in

volv

ed to

10 b

eing

dise

ngag

ed),

how

in

volv

ed a

re yo

u in

your

chi

ld's

scho

olin

g?

Dur

ing l

ast a

cade

mic

year

, how

ofte

n ha

ve yo

u pa

rtici

pate

d in

any

of t

he

follo

win

g sch

ool-r

elat

ed a

ctiv

ities

?

A) D

iscus

sed

my c

hild

's be

havi

or w

ith a

teac

her o

n m

y ow

n in

itiat

ive.

___

B) D

iscus

sed

my c

hild

's be

havi

or o

n th

e in

itiat

ive

of o

ne o

f his/

her o

wn

teac

hers

.___

C) D

iscus

sed

my c

hild

's pr

ogre

ss w

ith a

teac

her o

n m

y ow

n in

itiat

ive.

___

D) D

iscus

sed

my c

hild

's pr

ogre

ss o

n th

e in

itiat

ive

of o

ne o

f his/

her o

wn

teac

hers

.___

E) V

olun

teer

ed in

phy

sical

act

iviti

es, e

.g. b

uild

ing m

aint

enan

ce, c

arpe

ntry

, ga

rden

ing o

r yar

d w

ork.

___

F) V

olun

teer

ed in

ext

ra-c

urric

ular

act

iviti

es, e

.g. b

ook c

lub,

scho

ol p

lay,

spor

ts, f

ield

trip

.___

G) V

olun

teer

ed in

the

scho

ol lib

rary

or m

edia

cen

tre. _

__H

) Ass

isted

a te

ache

r in

the

scho

ol._

__I)

App

eare

d as

a gu

est s

peak

er. _

__J)

Par

ticip

ated

in lo

cal s

choo

l , e.

g. pa

rent

cou

ncil o

r PTA

. ___

K) C

heck

ed a

nd d

iscus

sed

my c

hild

's re

port

card

with

him

/her

.___

On

aver

age,

how

muc

h m

onth

ly in

com

e do

you

expe

ct

your

chi

ld to

mak

e at

age

30, in

toda

y's te

rms?

On

a sc

ale

of 1-

10, w

ith 1

bein

g ver

y sat

isfie

d an

d 10

not

satis

fied,

how

sa

tisfie

d ar

e yo

u in

the

follo

win

g asp

ects

of (

NA

ME

OF

STU

DEN

T)'s

curre

nt sc

hool

?

A) O

vera

ll Sch

ool S

atisf

actio

n __

__B)

Con

geni

ality

of A

tmos

pher

e/(N

AM

E of

STU

DEN

T)'s

Feel

ing o

f Be

long

ingn

ess _

__C)

Loc

atio

nD

) (N

AM

E O

F ST

UD

ENT)

's Ch

osen

Tra

ck/S

trand

___

E) C

urric

ulum

Req

uire

men

ts__

_F)

Com

pete

ncy o

f Tea

cher

s ___

G) Q

ualit

y of C

aree

r Gui

danc

e pr

ovid

ed to

(NA

ME

OF

STU

DEN

T)

___

H) Q

ualit

y of S

choo

l Fac

ilitie

sI)

Tra

nspa

renc

y of S

choo

l on

the

Act

ual A

fford

abilit

y of S

choo

l Fee

s __

_J)

Am

ount

of G

over

nmen

t Sub

sidie

s___

K) P

roce

ss o

f App

lyin

g for

Gov

ernm

ent S

ubsid

ies_

__

LESS

TH

AN

PH

P 5,

000 .

........

........

........

........

........

.......

1PH

P 5,

000-

PHP

10,0

00 ....

........

........

........

........

........

...2

PHP

10,0

00-P

HP

20,0

00 ...

........

........

........

........

........

.3PH

P 20

,000

-PH

P 30

,000

.......

........

........

........

........

.....4

PHP

30,0

00-P

HP

50,0

00 ...

........

........

........

........

........

.5PH

P 50

,000

-PH

P 70

,000

.......

........

........

........

........

.....6

OVE

R PH

P 70

,000

........

........

........

........

........

........

........

..7

Onc

e a

wee

k .....

........

........

........

........

........

........

.......

1O

nce

a m

onth

.......

........

........

........

........

........

........

..2O

nce

ever

y qua

rter .

........

........

........

........

........

......3

Onc

e a

scho

ol ye

ar ...

........

........

........

........

........

.....4

Nev

er ...

........

........

........

........

........

........

........

........

.......

5

Appendix 298

3132

If yo

u an

swer

ed 6

to 10

in Q

uest

ion#

30, w

hat a

re th

e th

ree

maj

or fa

ctor

s w

hy yo

u ha

ve n

ot b

een

heav

ily in

volv

ed in

stud

ent's

scho

olin

g? R

ank i

n or

der o

f im

porta

nce

(1 b

eing

very

impo

rtant

, and

so o

n).

Whi

ch th

ree

fact

ors w

ere

mos

t im

porta

nt in

mak

ing t

he fi

nal d

ecisi

on o

f at

tend

ing t

his s

choo

l? A

lso, r

ank i

n or

der o

f pre

fere

nce

(1 -

mos

t im

porta

nt, a

nd so

on)

.

Rank

1:Ra

nk 2

:Ra

nk 3:

Rank

1:Ra

nk 2

:Ra

nk 3:

I AM

VER

Y BU

SY W

ITH

WO

RK ...

........

........

........

........

........

........

.......

1I C

AN

’T G

O H

OM

E EA

RLY

DU

E TO

HEA

VY T

RAFF

IC ...

........

.2SP

OU

SE A

ND

/OR

OTH

ER R

ELAT

IVE

ARE

MO

RE

HA

ND

S O

N ..

........

........

........

........

........

........

........

........

........

........

........

.....3

I DO

N’T

HAV

E TH

E TE

CHN

ICA

L KN

OW

/HO

W

ON

TH

E LE

SSO

NS

BEIN

G T

AUG

HT

TO (N

AM

E O

F ST

UD

ENT)

.......

........

........

........

........

........

........

........

........

........

........

........

...4

I WA

NT

(NA

ME

OF

STU

DEN

T) T

O B

E IN

DEP

END

ENT

OTH

ERS,

PLE

ASE

SPE

CIFY

.......

........

........

........

........

........

........

........

..5

COST

S .....

........

........

........

........

........

........

........

........

........

........

........

........

.......

1CU

RRIC

ULU

M ....

........

........

........

........

........

........

........

........

........

........

........

2N

EAR

PARE

NTS

’ HO

ME

........

........

........

........

........

........

........

........

.......

3N

EAR

RELA

TIVE

S’ H

OM

E .....

........

........

........

........

........

........

........

........

4SC

HO

OL

QU

ALI

TY ...

........

........

........

........

........

........

........

........

........

......5

SCH

OO

L A

FFIL

IATI

ON

.......

........

........

........

........

........

........

........

........

..6SC

HO

OL’S

ACC

RED

ITAT

ION

.......

........

........

........

........

........

........

.....7

EDU

CATI

ON

/EM

PLO

YMEN

T O

UTC

OM

ES ...

........

........

........

....8

COU

RSE

OFF

ERIN

GS

COIN

CID

E W

ITH

PRE

FERE

NCE

S .....

.9LA

CK O

F G

OO

D P

UBL

IC S

CHO

OLS

NEA

R P

ARE

NTS

’ H

OM

E .....

........

........

........

........

........

........

........

........

........

........

........

........

....10

OTH

ERS,

SPE

CIFY

.......

........

........

........

........

........

........

........

........

........

...11

99

YOU

TH E

DU

CATI

ON

INVE

STM

ENT

AN

D L

ABO

R M

ARK

ET O

UTC

OM

ES S

URV

EY

TH

IS IN

FORM

ATIO

N IS

STRI

CTLY

CO

NFI

DEN

TIAL

AN

D IS

TO

BE

USE

D FO

R ST

ATIS

TICA

L PU

RPO

SES O

NLY

.

STU

DEN

T Q

UES

TIO

NN

AIR

E

CO

VER

SECT

ION

: HO

USE

HO

LD ID

ENTI

FICA

TIO

N

1. P

ROVI

NC

E:

2. M

UN

ICIP

ALI

TY/C

ITY:

3. B

ARA

NG

AY:

4. S

CH

OO

L ID

and

SC

HO

OL

NA

ME:

5. S

CH

OO

L TY

PE:

6. N

AM

E A

ND

CO

DE

OF

STU

DEN

T:

7. F

ULL

HO

USE

HO

LD ID

ENTI

FIC

ATI

ON

NU

MBE

R:

8. Ang

sarb

ey n

a ito

ay a

lam

at m

ay ka

pahi

ntul

utan

ng K

agaw

aran

ng E

duka

syon

ng P

ilipin

as. L

ahat

ng i

mpo

rmas

yon

na m

akok

olek

ta a

y pag

-iing

atan

at i

tutu

ring k

umpi

dens

yal (

This

surv

ey is

aut

horiz

ed b

y the

the

Dep

artm

ent o

f Edu

catio

n of

the

Philip

pine

s. A

ll inf

orm

atio

n co

llect

ed h

erei

n w

ill be

trea

ted

with

utm

ost c

are

and

are

stric

tly co

nfid

entia

l).

PAH

INTU

LOT

Ako

si _

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G M

AG

ULA

NG

/GU

ARD

IAN

at P

IRM

A S

A T

AA

S N

G P

AN

GA

LAN

), __

____

____

____

____

____

____

___

(rel

asyo

n sa

bat

ang k

apap

anay

amin

) ay

pum

apay

ag n

a m

akap

anay

am a

ng

akin

g ana

k na

si __

____

____

____

____

____

____

____

____

____

____

_ (P

AN

GA

LAN

NG

BA

TA) n

i ___

____

____

____

____

____

____

_ (P

AN

GA

LAN

NG

EN

UM

ERA

TOR)

nga

yong

___

____

____

____

____

____

___,

2016

(PET

SA).

PAN

IMU

LA

Mag

anda

ng a

raw

po!

Ako

si (P

AN

GA

LAN

NG

EN

UM

ERA

TOR)

, enu

mer

ator

par

a sa

pag

-aar

al p

ara

sa P

roye

kton

g You

th E

duca

tion

Inve

stm

ents

and

Lab

or M

arke

t Out

com

es S

urve

y in

the

Philip

pine

s (ip

akita

ang

ID).

Ang

am

ing p

ag-a

aral

ay a

lam

at m

ay ka

pahi

ntul

utan

din

po

ng K

agaw

aran

ng E

duka

syon

(ipa

kita

ang

Mem

oran

dum

mul

a sa

Dep

Ed).

Ang

pag

-aar

al n

a ito

ay n

agla

layo

n na

ipag

pa-ib

ayuh

in a

ng re

porm

ang h

atid

ng K

-12 s

a at

ing e

duka

syon

. Nai

s po

nam

in n

a m

agin

g kat

uwan

g nam

in k

ayo

sa g

awai

ng it

o sa

pam

amag

itan

ng

pag

bibi

gay

inyo

ng sa

loob

in a

t kar

anas

an sa

pag

gaba

y sa

inyo

ng m

ga a

nak s

a pa

gpili

ng ka

nila

ng e

duca

tiona

l tra

cks s

a Se

nior

Hig

h Sc

hool

.

Kung

mam

arap

atin

nin

yo, n

ais k

o rin

pon

g hilin

gin

na a

ng in

yong

ana

k ay m

agin

g isa

sa m

ga re

spon

dent

ng p

ag-a

aral

na

ito. K

abila

ng sa

pag

-aar

al n

a ito

ang

pag

hing

i sa

Kaga

war

an n

g Edu

kasy

on n

g mga

dat

os sa

paa

rala

n ng

inyo

ng a

nak g

aya

ng ka

nila

ng L

earn

er's

Prof

ile.

Maa

ri po

ban

g pirm

ahan

nin

yo a

ng b

ahag

ing i

to (C

onse

nt A

rea)

upa

ng p

atun

ay n

g iny

ong p

agpa

yag s

a pa

g-uu

sap

na it

o.

AD

DRE

SS A

ND

DES

CRI

PTIO

N O

F LO

CA

TIO

N O

F H

OU

SEH

OLD

- IN

CLU

DE

AN

Y ID

ENTI

FYIN

G C

HA

RAC

TERI

STIC

S O

F D

WEL

LIN

G, N

AM

E O

F N

EIG

HBO

RIN

G H

OU

SEH

OLD

S &

KEY

PER

MA

NEN

T C

ON

TAC

TS, P

HO

NE

NU

MBE

R (I

F A

NY)

.

MA

RK B

OX

WIT

H A

N 'X

' IF M

ORE

TH

AN

ON

E ST

UD

ENT

FRO

M T

HE

SAM

E H

OU

SEH

OLD

W

AS

SELE

CTED

DU

RIN

G T

HE

RAN

DO

M

SELE

CTIO

N C

ON

DU

CTED

AT

SCH

OO

L.

COD

E

APP

END

IX 3

: Stu

dent

Que

stio

nnai

re

Appendix 3100

SECT

ION

A: S

URV

EY S

TAFF

DET

AIL

S

9. N

AM

E O

F EN

UM

ERA

TOR:

10. E

NU

MER

ATO

R CO

DE:

11. T

IME

INTE

RVIE

W S

TART

:A

MPM

12. D

ATE

OF

INTE

RVIE

W (D

D/M

M/Y

Y):

13. N

AM

E O

F FI

ELD

SU

PERV

ISO

R:

14. F

IELD

SU

PERV

ISO

R CO

DE:

16. 1

ST D

ATA

EN

TRY

CLER

K CO

DE:

MEA

NIN

GS

FOR

COM

MO

N S

KIP

PATT

ERN

S/A

BBRE

VIA

TIO

NS

17. 1

ST D

ATA

EN

TRY

DA

TE (D

D/M

M/Y

Y):

►SK

IP T

O A

SPE

CIFI

C Q

UES

TIO

N IF

CH

OSE

N

► N

EXT

PERS

ON

SKIP

TO

TH

E N

EXT

PERS

ON

IF C

HO

SEN

► N

EXT

SECT

ION

SKIP

TO

TH

E N

EXT

MO

DU

LE/S

ECTI

ON

IF C

HO

SEN

PHP

PHIL

IPPI

NE

PESO

S

TABL

E O

F CO

NTE

NTS

CO

VER

SEC

TIO

N: H

OU

SEH

OLD

IDEN

TIFI

CA

TIO

N

SEC

TIO

N A

: SU

RVEY

STA

FF D

ETA

ILS

SEC

TIO

N B

: STU

DEN

T D

ETA

ILS

SEC

TIO

N C

: FO

RMA

L SC

HO

OLI

NG

SEC

TIO

N D

: JO

BS/A

PPRE

NTI

CES

HIP

/IN F

ORM

AL

TRA

ININ

G/IN

DU

STRY

IMM

ERSI

ON

DU

RIN

G S

CH

OO

LSE

CTI

ON

E: S

ENIO

R H

IGH

SC

HO

OL

CH

OIC

E (f

or G

rade

s 9 a

nd 10

)SE

CTI

ON

F: C

OLL

EGE

CH

OIC

ESE

CTI

ON

G: O

CC

UPA

TIO

N C

HO

ICE

SEC

TIO

N H

: SEN

IOR

HIG

H S

CH

OO

L C

ARE

ER G

UID

AN

CE

PRO

GRA

M

SEC

TIO

N I:

PER

SPEC

TIVE

ON

PA

REN

T'S

INVO

LVEM

ENT

AN

D E

XPE

CTA

TIO

NS

SEC

TIO

N J:

STU

DEN

T'S

OVE

RALL

SA

TISF

AC

TIO

N

OBS

ERVA

TIO

NS

DU

RIN

G T

HE

INTE

RVIE

WRE

CORD

GEN

ERA

L N

OTE

S A

BOU

T TH

E IN

TERV

IEW

AN

D R

ECO

RD A

NY

SPEC

IAL

INFO

RMA

TIO

N T

HA

T W

ILL

BE

HEL

PFU

L FO

R SU

PERV

ISO

RS A

ND

TH

E A

NA

LYSI

S O

F TH

IS Q

UES

TIO

NN

AIR

E.

15. D

ATE

OF

QU

ESTI

ON

NA

IRE

INSP

ECTI

ON

(D

D/M

M/Y

Y):

( EN

UM

ERA

TOR ►

NEX

T PA

GE)

SECT

ION

A: S

URV

EY S

TAFF

DET

AIL

S

Appendix 3 101

YOU

TH E

DU

CATI

ON

INVE

STM

ENT

AN

D L

ABO

R M

ARK

ET O

UTC

OM

ES S

URV

EY

TH

IS IN

FORM

ATIO

N IS

STRI

CTLY

CO

NFI

DEN

TIAL

AN

D IS

TO

BE

USE

D FO

R ST

ATIS

TICA

L PU

RPO

SES O

NLY

.

STU

DEN

T Q

UES

TIO

NN

AIR

E

SECT

ION

B: S

TUD

ENT

IDEN

TIFI

CATI

ON

COD

E

1. P

ROVI

NC

E:

2. M

UN

ICIP

ALI

TY/C

ITY:

3. B

ARA

NG

AY:

5. S

CH

OO

L ID

and

SC

HO

OL

NA

ME:

6. S

CH

OO

L TY

PE

7. F

ULL

HO

USE

HO

LD ID

ENTI

FIC

ATI

ON

:

8. S

TUD

ENT

ID a

nd S

TUD

ENT

NA

ME:

11. A

GE:

12. G

END

ER (M

ALE

=1, F

EMA

LE2)

Ang

sarb

ey n

a ito

ay a

lam

at m

ay ka

pahi

ntul

utan

ng K

agaw

aran

ng E

duka

syon

ng P

ilipin

as. L

ahat

ng i

mpo

rmas

yon

na m

akok

olek

ta a

y pag

-iing

atan

at i

tutu

ring k

ompi

dens

yal (

This

surv

ey is

aut

horiz

ed b

y the

the

Dep

artm

ent o

f Edu

catio

n of

the

Philip

pine

s. A

ll inf

orm

atio

n co

llect

ed h

erei

n w

ill be

trea

ted

with

utm

ost c

are

and

stric

t con

fiden

tialit

y).

PAH

INTU

LOT

Ako

si _

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G M

AG

ULA

NG

/GU

ARD

IAN

at P

IRM

A S

A T

AA

S N

G P

AN

GA

LAN

), __

____

____

____

____

____

____

___

(rel

asyo

n sa

ba

tang

kapa

pana

yam

in)

ay p

umap

ayag

na

mak

apan

ayam

ang

aki

ng a

nak n

a si

____

____

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G B

ATA

) ni

____

____

____

____

____

____

____

(PA

NG

ALA

N N

G E

NU

MER

ATO

R) n

gayo

ng _

____

____

____

____

____

____

_, 2

016

(PET

SA).

10. C

URR

ENT

SEC

TIO

N:

MA

RK B

OX

WIT

H A

N 'X

' IF M

ORE

TH

AN

ON

E ST

UD

ENT

FRO

M T

HE

SAM

E H

OU

SEH

OLD

WA

S SE

LEC

TED

D

URI

NG

TH

E RA

ND

OM

SEL

ECTI

ON

C

ON

DU

CTE

D A

T SC

HO

OL.

4. L

OC

ALI

TY (U

RBA

N=1

, RU

RAL=

2):

9. C

URR

ENT

GRA

DE

Appendix 3102

PAN

IMU

LA

Mag

anda

ng a

raw

po!

Ako

si (P

AN

GA

LAN

NG

EN

UM

ERA

TOR)

, enu

mer

ator

par

a sa

pag

-aar

al p

ara

sa P

roye

kton

g You

th E

duca

tion

Inve

stm

ents

and

Lab

or M

arke

t Out

com

es S

urve

y in

the

Philip

pine

s (ip

akita

ang

ID

). A

ng a

min

g pag

-aar

al a

y ala

m a

t may

kapa

hint

ulut

an d

in p

o ng

Kag

awar

an n

g Edu

kasy

on (i

paki

ta a

ng M

emor

andu

m m

ula

sa D

epEd

). A

ng p

ag-a

aral

na

ito a

y nag

lala

yon

na ip

agpa

-ibay

uhin

ang

repo

rman

g hat

id

ng K

-12

sa se

ktor

ng e

duka

syon

. Nai

s po

nam

in n

a m

agin

g kat

uwan

g nam

in k

ayo

sa g

awai

ng it

o sa

pam

amag

itan

ng

pag

bibi

gay

inyo

ng sa

loob

in a

t kar

anas

an sa

pag

gaba

y sa

inyo

ng m

ga a

nak s

a pa

gpili

ng

kani

lang

edu

catio

nal t

rack

s sa

Seni

or H

igh

Scho

ol.

Kung

mam

arap

atin

nin

yo, n

ais k

o rin

pon

g hilin

gin

na a

ng in

yong

ana

k ay m

agin

g isa

sa m

ga re

spon

dent

ng p

ag-a

aral

na

ito. K

abila

ng sa

pag

-aar

al n

a ito

ang

pag

hing

i sa

Kaga

war

an n

g Edu

kasy

on n

g mga

dat

os sa

pa

aral

an n

g iny

ong a

nak g

aya

ng ka

nila

ng L

earn

er's

Prof

ile.

Maa

ri po

ban

g pirm

ahan

nin

yo a

ng b

ahag

ing i

to (C

onse

nt A

rea)

upa

ng p

atun

ay n

g iny

ong p

agpa

yag s

a pa

g-uu

sap

na it

o.

YOU

TH E

DU

CATI

ON

INVE

STM

ENT

AN

D L

ABO

R M

ARK

ET O

UTC

OM

ES S

URV

EY

TH

IS IN

FORM

ATIO

N IS

STRI

CTLY

CO

NFI

DEN

TIAL

AN

D IS

TO

BE

USE

D FO

R ST

ATIS

TICA

L PU

RPO

SES O

NLY

.

STU

DEN

T Q

UES

TIO

NN

AIR

E

SECT

ION

B: S

TUD

ENT

IDEN

TIFI

CATI

ON

COD

E

1. P

ROVI

NC

E:

2. M

UN

ICIP

ALI

TY/C

ITY:

3. B

ARA

NG

AY:

5. S

CH

OO

L ID

and

SC

HO

OL

NA

ME:

6. S

CH

OO

L TY

PE

7. F

ULL

HO

USE

HO

LD ID

ENTI

FIC

ATI

ON

:

8. S

TUD

ENT

ID a

nd S

TUD

ENT

NA

ME:

11. A

GE:

12. G

END

ER (M

ALE

=1, F

EMA

LE2)

Ang

sarb

ey n

a ito

ay a

lam

at m

ay ka

pahi

ntul

utan

ng K

agaw

aran

ng E

duka

syon

ng P

ilipin

as. L

ahat

ng i

mpo

rmas

yon

na m

akok

olek

ta a

y pag

-iing

atan

at i

tutu

ring k

ompi

dens

yal (

This

surv

ey is

aut

horiz

ed b

y the

the

Dep

artm

ent o

f Edu

catio

n of

the

Philip

pine

s. A

ll inf

orm

atio

n co

llect

ed h

erei

n w

ill be

trea

ted

with

utm

ost c

are

and

stric

t con

fiden

tialit

y).

PAH

INTU

LOT

Ako

si _

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G M

AG

ULA

NG

/GU

ARD

IAN

at P

IRM

A S

A T

AA

S N

G P

AN

GA

LAN

), __

____

____

____

____

____

____

___

(rel

asyo

n sa

ba

tang

kapa

pana

yam

in)

ay p

umap

ayag

na

mak

apan

ayam

ang

aki

ng a

nak n

a si

____

____

____

____

____

____

____

____

____

____

___

(PA

NG

ALA

N N

G B

ATA

) ni

____

____

____

____

____

____

____

(PA

NG

ALA

N N

G E

NU

MER

ATO

R) n

gayo

ng _

____

____

____

____

____

____

_, 2

016

(PET

SA).

10. C

URR

ENT

SEC

TIO

N:

MA

RK B

OX

WIT

H A

N 'X

' IF M

ORE

TH

AN

ON

E ST

UD

ENT

FRO

M T

HE

SAM

E H

OU

SEH

OLD

WA

S SE

LEC

TED

D

URI

NG

TH

E RA

ND

OM

SEL

ECTI

ON

C

ON

DU

CTE

D A

T SC

HO

OL.

4. L

OC

ALI

TY (U

RBA

N=1

, RU

RAL=

2):

9. C

URR

ENT

GRA

DE

Appendix 3 103

SECT

ION

C: F

ORM

AL

SCH

OO

LIN

G

5.6.

S C H O O L I D

If yo

u w

ere

qual

ified

for a

vouc

her b

ut d

id n

ot

avai

l the

pro

gram

, why

did

you

not a

cces

s it?

If yo

u w

ere

qual

ified

for E

SC b

ut d

id n

ot av

ail

the

prog

ram

, why

did

you

not a

cces

s it?

2.a

Vouc

her

2.b

Educ

atio

n Se

rvic

e Co

ntra

ct

2.a

Vouc

her

2.b

Educ

atio

n Se

rvic

e Co

ntra

ct

4.a

Vouc

her

2.b

Educ

atio

n Se

rvic

e Co

ntra

ct

1. Wha

t typ

e of

scho

ol is

st

uden

t atte

ndin

g? (L

OA

D

AN

SWER

FRO

M G

1, Q

uest

ion

#6)

Are

you

awar

e of

the

follo

win

g pro

gram

s?Is

your

atte

ndan

ce at

pr

ivat

e sc

hool

par

tially

fu

nded

by t

he fo

llow

ing

prog

ram

s?

Are

you

qual

ified

to ac

cess

the

follo

win

g pro

gram

s?

3.2.

4.

SECT

ION

C: F

ORM

AL

SCH

OO

LIN

G

PUBL

IC ...

........

........

........

........

....1

PRIV

ATE

SECU

LAR

........

......2

PRIV

ATE

NO

N-

SECU

LAR

.......

........

........

.......

3PU

BLIC

LY F

INA

NCE

D

BUT

PRIV

ATE.

........

........

.......

4CO

MM

UN

ITY

BASE

D....

.....5

OTH

ER S

PECI

FY ...

........

........

.6

YES

.......

........

........

........

........

....1

NO

........

........

........

........

........

.....2

DO

N’T

KN

OW

.......

.......

998

YES

........

...1N

O ....

........

2

YES

........

..1N

O ....

.......

2

YES

........

........

..1

NO

........

........

...2

►7

DO

N’T

KN

OW

.....9

98

►7

YES

........

........

........

........

.....1

►

6

NO

........

........

........

........

......2

►

7D

ON

’T K

NO

W ...

....99

8 ►

7

NO

PRI

VATE

SCH

OO

LS IN

ARE

A ...

........

........

........

...1N

O P

RIVA

TE S

CHO

OLS

TH

AT C

OU

LD

AFF

ORD

/ V

ALU

E O

F VO

UCH

ER

IS N

OT

ENO

UG

H F

OR

PRIV

ATE

SCH

OO

L EX

PEN

SES .

........

........

........

........

........

........

........

........

........

...2PR

IVAT

E SC

HO

OL

QU

ALI

TY N

OT

G

OO

D C

OM

PARE

D T

O P

UBL

IC ....

........

........

........

...3PR

OCE

SS O

F AC

CESI

NG

VO

UCH

ER

IS D

IFFI

CULT

.......

........

........

........

........

........

........

........

.......4

WA

S N

OT

ACCE

PTED

INTO

PRE

FERR

ED

PRIV

ATE

SCH

OO

L .....

........

........

........

........

........

........

......5

PRIV

ATE

SCH

OO

L D

ID N

OT

OFF

ER

TRAC

K TH

AT W

AS

OF

INTE

REST

.......

........

........

....6

OTH

ER (S

PECI

FY) .

........

........

........

........

........

........

........

.....7

NO

PRI

VATE

SCH

OO

LS IN

ARE

A ...

........

........

........

...1N

O P

RIVA

TE S

CHO

OLS

TH

AT C

OU

LD

AFF

ORD

/ V

ALU

E O

F VO

UCH

ER

IS N

OT

ENO

UG

H F

OR

PRIV

ATE

SCH

OO

L EX

PEN

SES .

........

........

........

........

........

........

........

........

........

...2PR

IVAT

E SC

HO

OL

QU

ALI

TY N

OT

G

OO

D C

OM

PARE

D T

O P

UBL

IC ....

........

........

........

...3PR

OCE

SS O

F AC

CESI

NG

VO

UCH

ER

IS D

IFFI

CULT

.......

........

........

........

........

........

........

........

.......4

WA

S N

OT

ACCE

PTED

INTO

PRE

FERR

ED

PRIV

ATE

SCH

OO

L .....

........

........

........

........

........

........

......5

PRIV

ATE

SCH

OO

L D

ID N

OT

OFF

ER

TRAC

K TH

AT W

AS

OF

INTE

REST

.......

........

........

....6

OTH

ER (S

PECI

FY) .

........

........

........

........

........

........

........

.....7

Appendix 3104

7.8.

9.10

.11.

12.

Are

you

fam

iliar

of t

he

Seni

or H

igh

Scho

ol S

tude

nt

Prim

er?

On

a sca

le o

f 1 to

10, 1

bei

ng

very

use

ful t

o 10

bei

ng n

ot

usef

ul, h

ow u

sefu

l is th

e Se

nior

Hig

h Sc

hool

Stu

dent

Pr

imer

?

Hav

e yo

u re

cent

ly

trans

ferre

d fro

m an

othe

r sc

hool

?

Wha

t are

the

thre

e m

ajor

reas

ons w

hy yo

u ha

ve

trans

ferre

d fro

m an

othe

r sch

ool?

For t

he n

ext s

choo

l yea

r, do

yo

u ha

ve p

lans

of

trans

ferri

ng to

anot

her

scho

ol?

Wha

t are

the

thre

e m

ajor

reas

ons w

hy yo

u ar

e pl

anni

ng to

tran

sfer

to an

othe

r sch

ool?

Rank

1:Ra

nk 1:

Rank

2:

Rank

2:

Rank

3:Ra

nk 3:

YES

........

....1

NO

........

.....2

►9

YES

........

....1

N

O ....

........

.2 ►

11YE

S ....

......1

N

O ....

.......

2 ►

13

TOP-

UP

EXPE

NSE

S(O

F PR

EVIO

US

SCH

OO

L) A

RE

UN

PEXC

TED

LY T

OO

HIG

H /

TH

E VO

UCH

ER

AM

OU

NT,

ESC

SU

SBSI

DIE

S, A

ND

/OR

OTH

ER

SCH

OLA

RSH

IP S

UBS

IDIE

S A

RE U

NEX

PECT

EDLY

N

OT

ENO

UG

H T

O C

OVE

R A

LL F

EES

IN

PREV

IOU

S SC

HO

OL .

........

........

........

........

........

........

........

........

...1

EXPE

CTED

TH

AT S

CHO

OL-

RELA

TED

EX

PEN

SES

(O

F PR

EVIO

US

SCH

OO

L) A

RE H

IGH

BU

T CA

N

NO

LO

NG

ER A

FFO

RD ....

........

........

........

........

........

........

........

....2

CAN

NO

T CO

PE W

ITH

ACA

DEM

IC R

EQU

IREM

ENTS

O

F PR

EVIO

US

SCH

OO

L .....

........

........

........

........

........

........

.......

3FE

LT T

HAT

[STU

DEN

T] D

ID N

OT

BELO

NG

TO

PR

EVIO

US

SCH

OO

L ....

........

........

........

........

........

........

........

.......

4TE

ACH

ERS

IN T

HE

PREV

IOU

S SC

HO

OL

D

ID N

OT

HAV

E TE

CHN

ICA

L EX

PERT

ISE .

........

........

........

5PR

EVIO

US

SCH

OO

L D

ID N

OT

OFF

ER S

TUD

ENT’

S PR

EFER

RED

TRA

CK ...

........

........

........

........

........

........

........

........

..6W

AN

T TO

MO

VE T

O A

SCH

OO

L TH

AT O

FFER

S BE

TTER

FAC

ILIT

IES

AN

D N

ON

-CU

RRIC

ULU

M

ACTI

VITI

ES ....

........

........

........

........

........

........

........

........

........

........

...7

PARE

NTS

/ G

UA

RDIA

NS

WA

NT

ME

TO M

OVE

BU

T TH

EIR

REA

SON

S A

RE U

NKN

OW

N T

O [S

TUD

ENT]

..8O

THER

(SPE

CIFY

) .....

........

........

........

........

........

........

........

........

......9

TOP-

UP

EXPE

NSE

S(O

F PR

EVIO

US

SCH

OO

L) A

RE

UN

PEXC

TED

LY T

OO

HIG

H /

TH

E VO

UCH

ER

AM

OU

NT,

ESC

SU

SBSI

DIE

S, A

ND

/OR

OTH

ER

SCH

OLA

RSH

IP S

UBS

IDIE

S A

RE U

NEX

PECT

EDLY

N

OT

ENO

UG

H T

O C

OVE

R A

LL F

EES

IN

PREV

IOU

S SC

HO

OL .

........

........

........

........

........

........

........

........

...1

EXPE

CTED

TH

AT S

CHO

OL-

RELA

TED

EX

PEN

SES

(O

F PR

EVIO

US

SCH

OO

L) A

RE H

IGH

BU

T CA

N

NO

LO

NG

ER A

FFO

RD ....

........

........

........

........

........

........

........

....2

CAN

NO

T CO

PE W

ITH

ACA

DEM

IC R

EQU

IREM

ENTS

O

F PR

EVIO

US

SCH

OO

L .....

........

........

........

........

........

........

.......

3FE

LT T

HAT

[STU

DEN

T] D

ID N

OT

BELO

NG

TO

PR

EVIO

US

SCH

OO

L ....

........

........

........

........

........

........

........

.......

4TE

ACH

ERS

IN T

HE

PREV

IOU

S SC

HO

OL

D

ID N

OT

HAV

E TE

CHN

ICA

L EX

PERT

ISE .

........

........

........

5PR

EVIO

US

SCH

OO

L D

ID N

OT

OFF

ER S

TUD

ENT’

S PR

EFER

RED

TRA

CK ...

........

........

........

........

........

........

........

........

..6W

AN

T TO

MO

VE T

O A

SCH

OO

L TH

AT O

FFER

S BE

TTER

FAC

ILIT

IES

AN

D N

ON

-CU

RRIC

ULU

M

ACTI

VITI

ES ....

........

........

........

........

........

........

........

........

........

........

...7

PARE

NTS

/ G

UA

RDIA

NS

WA

NT

ME

TO M

OVE

BU

T TH

EIR

REA

SON

S A

RE U

NKN

OW

N T

O [S

TUD

ENT]

..8O

THER

(SPE

CIFY

) .....

........

........

........

........

........

........

........

........

......9

Appendix 3 105

13.

14.

15.

16.

17.

18.

19.

20.

21.

Doe

s you

r cur

rent

sc

hool

hav

e a c

ompu

ter

lab/

scho

ol co

mpu

ter

for s

tude

nts'

use?

How

ofte

n do

you

get

to ac

cess

the

com

pute

r la

b/sc

hool

com

pute

r?

Did

you

ever

use

the

scho

ol co

mpu

ter i

n m

akin

g edu

catio

n-re

late

d ch

oice

s, e.

g.,

empl

oyab

ility

or

pote

ntia

l wag

e re

turn

fro

m a

parti

cula

r job

th

at in

fluen

ced

your

ch

oice

of s

ubtra

ck,

educ

atio

n pr

ogra

ms/

sc

hola

rshi

ps yo

u ca

n av

ail o

f, et

c.?

Why

did

you

neve

r get

to

acce

ss th

e co

mpu

ter

lab

in yo

ur sc

hool

?

Doe

s you

r sch

ool h

ave

an in

tern

et co

nnec

tion?

How

ofte

n di

d yo

u ge

t to

acce

ss th

e in

tern

et

whi

le yo

u w

ere

enro

lled

at [S

CHO

OL]

?

Why

did

you

neve

r get

to

acce

ss th

e in

tern

et

whi

le yo

u w

ere

enro

lled

at [S

CHO

OL}

?

Doe

s you

r [SC

HO

OL]

ha

ve a

care

er/ c

olle

ge/

stud

ent c

ouns

elor

?

Doe

s you

r [SC

HO

OL]

pr

ovid

e ad

vanc

ed

clas

ses (

hono

rs

cour

ses/

spec

ial

clas

s/st

ar se

ctio

n)?

YES

........

........

........

........

......1

N

O ....

........

........

........

........

...2

►17

DO

N’T

KN

OW

.......

..998

►

17

YES

........

........

........

........

...1

NO

........

........

........

........

....2

DO

N’T

KN

OW

......9

98

EVER

YDAY

........

........

........

...1FE

W T

IMES

A W

EEK

.......2

FEW

TIM

ES A

M

ON

TH ...

........

........

........

..3FE

W T

IMES

A Y

EAR

........

4N

EVER

.......

........

........

........

....5

►16

OTH

ER, S

PECI

FY ....

........

..6

YES

........

........

....1 ►

17N

O ....

........

........

.2 ►

17

NO

T EN

OU

GH

CO

MPU

TERS

.......

........

....1

COM

PUTE

RS N

OT

WO

RKIN

G ...

........

........

.....2

USA

GE

REST

RICT

ED

BY S

CHO

OL .

........

........

....3

NO

T IN

TERE

STED

.......

...4H

AVE

COM

PUTE

R AC

CESS

AT

HO

ME .

.......5

OTH

ER, S

PECI

FY ....

........

..6

YES

........

........

........

.....1

N

O ....

........

........

........

..2 ►

20D

ON

’T

KNO

W ....

........

....99

8 ►

20EV

ERYD

AY ....

........

........

......1

►

20FE

W T

IMES

A W

EEK

......2

►

20FE

W T

IMES

A

MO

NTH

.......

........

........

.....3

►

20FE

W T

IMES

A Y

EAR

.......

4 ►

20N

EVER

.......

........

........

........

...5

►19

OTH

ER, S

PECI

FY ....

........

.6

►20

NO

T EN

OU

GH

CO

MPU

TERS

.......

........

1CO

MPU

TERS

NO

T W

ORK

ING

.......

........

.....2

USA

GE

REST

RICT

ED

BY S

CHO

OL .

........

........

3N

OT

INTE

REST

ED ...

...4

HAV

E CO

MPU

TER

ACCE

SS A

T H

OM

E ....

5O

THER

, SPE

CIFY

........

..6

YES

.......

........

........

........

.......

1N

O ....

........

........

........

........

....2

►23

DO

N’T

KN

OW

.......

...998

►

23N

/A ....

........

........

........

.....9

99

►23

Appendix 3106

22.

23.

24.

25.

26.

27.

28.

29a

29b

Dur

ing t

his s

choo

l ye

ar, h

ave

you

take

n an

y ad

vanc

ed

clas

ses/

cour

ses a

t [S

CHO

OL]

?

Wha

t was

your

ac

adem

ic ra

nkin

g in

your

clas

s in

your

pr

evio

us gr

ade

leve

l?

Wha

t is y

our

acad

emic

rank

ing

in yo

ur cl

ass i

n yo

ur

curre

nt gr

ade

leve

l?

Hav

e yo

u ta

ken

NCA

E?H

ave

you

alre

ady

rece

ived

the

resu

lts

of yo

ur N

CAE?

On

a sca

le o

f 1-1

0, 1

bein

g ver

y use

ful t

o 10

bei

ng n

ot u

sefu

l, ho

w u

sefu

l do

you

cons

ider

the

info

rmat

ion

from

th

e N

CAE

whi

le

mak

ing

educ

atio

n/ca

reer

de

cisio

ns?

Besid

es N

CAE,

ha

ve yo

u ta

ken

any

othe

r car

eer

asse

ssm

ent t

ools?

Plea

se sp

ecify

nam

e of

care

er

asse

ssm

ent t

ool t

aken

.O

n a s

cale

of 1

-10,

1 be

ing v

ery u

sefu

l to

10 b

eing

not

use

ful,

how

use

ful d

o yo

u co

nsid

er th

e ca

reer

as

sess

men

t too

l in

Q29

a w

as/w

ill b

e in

mak

ing

educ

atio

n/ca

reer

de

cisio

ns?

30.

Wha

t deg

ree

track

are

you

curre

ntly

enr

olle

d in

(onl

y fo

r 11th

grad

ers)

?

YES

........

...1N

O ....

........

2

TOP

5 ....

........

........

........

1TO

P 5–

10 ...

........

........

.2TO

P 10

–25%

........

.......3

TOP

25–5

0% ....

........

...4BO

TTO

M 2

6–50

......5

BOTT

OM

25%

.......

....6

DO

N’T

KN

OW

...99

8

TOP

5 ....

........

........

........

1TO

P 5–

10 ...

........

........

.2TO

P 10

–25%

........

.......3

TOP

25–5

0% ....

........

...4BO

TTO

M 2

6–50

......5

BOTT

OM

25%

.......

....6

DO

N’T

KN

OW

...99

8

YES

........

...1

N

O ....

........

.2 ►

28YE

S ....

.......

1

NO

........

.....2

►28

YES

........

...1

N

O ....

........

.2 ►

30

Philip

pine

Apt

itude

Cl

assif

icat

ion

Test

.......

........

........

.1Ph

ilippi

ne O

ccup

atio

nal

Inte

rest

Sur

vey .

........

........

........

......2

Adm

issio

n Te

st fo

r Col

lege

s an

d U

nive

rsiti

es ....

........

........

........

.3Sc

ienc

e an

d Te

chno

logy

Sc

hola

rshi

p Ex

amin

atio

n .....

......4

Oth

er, S

peci

fy ...

........

........

........

.......5

ACA

DEM

IC ...

........

........

........

.1

►32

TECH

NIC

AL/

VOCA

TIO

NA

L /

LIVE

LIH

OO

D ....

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ORT

S .....

........

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.......3

►

33A

RTS

AN

D D

ESIG

N ...

........

4 ►

33

Appendix 3 107

31.

32.

33.

34.

Wha

t are

the

3 maj

or co

nsid

erat

ions

for

choo

sing t

his s

trand

? Ran

k in

orde

r of

impo

rtanc

e (1

- m

ost i

mpo

rtant

, and

so o

n)

of e

ach

sour

ce in

your

dec

ision

mak

ing.

Whi

ch 3

maj

or so

urce

s of i

nfor

mat

ion

did

you

use

in yo

ur ch

oice

of t

rack

? Ran

k in

orde

r of i

mpo

rtanc

e (1

- m

ost i

mpo

rtant

, an

d so

on)

.

Rank

1:Ra

nk 1:

Rank

2:

Rank

2:

Rank

3:Ra

nk 3:

If te

chni

cal/v

ocat

iona

l/liv

elih

ood

track

, w

hich

spec

ializ

atio

n di

d yo

u ta

ke?

If ac

adem

ic tr

ack,

whi

ch st

rand

did

you

take

?

AGRI

-FIS

HER

Y A

RTS

........

........

........

........

1 ►

33H

OM

E EC

ON

OM

ICS

........

........

........

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2 ►

33IN

FORM

ATIO

N A

ND

CO

MM

UN

ICAT

ION

TE

CHN

OLO

GY

(ICT

) .....

........

........

........

..3 ►

33IN

DU

STRI

AL

ART

S .....

........

........

........

.......4

►33

TVL

MA

RITI

ME

.......

........

........

........

........

....5 ►

33

ACCO

UN

TAN

CY, B

USI

NES

S an

d M

AN

AGEM

ENT(

ABM

) STR

AN

D ....

........

.....1

HU

MA

NIT

IES

and

SOCI

AL

SCIE

NCE

(HU

MSS

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AN

D....

........

........

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Y an

d EN

GIN

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and

MAT

HEM

ATIC

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EM) S

TRA

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.......

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AL

ACA

DEM

IC S

TRA

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.......

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PRE-

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ALA

URE

ATE

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RITI

ME .

........

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NTI

AL

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ES ...

........

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MPL

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ENT

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S ...

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M

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.......

........

........

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LITY

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RK A

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.......

5BE

ST F

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MY

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LS ....

........

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AL

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SID

ERAT

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7RE

COM

MEN

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ION

OF

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FA

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Y M

EMBE

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........

........

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RECO

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END

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F FR

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........

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........

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10LO

CATI

ON

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ITY

OF

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R/VO

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ON

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LITY

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ATIO

NS

.......

........

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OTH

ER, S

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........

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3

PARE

NTS

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........

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ING

S.....

........

........

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ACH

ER ....

........

........

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........

........

........

........

........

3PE

ERS .

........

........

........

........

........

........

........

........

........

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IDA

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UN

SELO

R .....

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RELA

TIVE

........

........

........

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........

........

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........

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1

Appendix 3108

SECT

ION

D: J

OBS

/APP

REN

TICE

SHIP

/IN F

ORM

AL

TRA

ININ

G/IN

DU

STRY

IMM

ERSI

ON

DU

RIN

G S

CHO

OL

2.3.

4.5.

6.7.

8.9.

10.

11.12

.O

ccup

atio

n C

ode

How

muc

h tim

e pe

r wee

k do

you

spen

d on

jo

b/ap

pren

tices

hip/

OJT

or

info

rmal

trai

ning

?

Wha

t cos

ts w

ere

invo

lved

whi

le o

btai

ning

th

is jo

b/ap

pren

tices

hip/

OJT

/or

info

rmal

trai

ning

?

Doe

s you

r cur

rent

scho

ol

offe

r sho

rt-te

rm (l

ess t

han

one

mon

th) i

ndus

try

imm

ersio

n ac

tiviti

es?

Sinc

e th

e be

ginn

ing

of th

e cu

rrent

scho

ol ye

ar, h

ave

you

ever

par

ticip

ated

in

any o

f the

se (s

hort-

term

) in

dust

ry im

mer

sion

activ

ities

that

your

scho

ol

offe

red

to it

s stu

dent

s?

Sinc

e th

e be

ginn

ing

of th

e sc

hool

year

, app

roxi

mat

ely

how

man

y hou

rs h

ave

you

spen

t on

thes

e (s

hort-

term

) stu

dent

imm

ersio

n ac

tiviti

es th

at yo

ur sc

hool

of

fere

d?

NU

MBE

RPH

P

How

did

you

find

this

job/

appr

entic

eshi

p/O

JT/o

r inf

orm

al

train

ing?

Wha

t typ

e of

jo

b/ap

pren

tices

hip/

OJ

T/or

info

rmal

trai

ning

w

as th

is?

J O B / A P P R E N T I C E S H I P I D

1. D

id y

ou p

ursu

e an

y jo

b, a

ppre

ntic

eshi

p, O

JT o

r inf

orm

al tr

aini

ng (f

or m

ore

than

one

mon

th) w

hile

you

wer

e in

scho

ol d

urin

g th

is sc

hool

yea

r?

Job

Des

crip

tion

Indu

stry

C

ode

Was

this

job/

appr

entic

eshi

p/O

JT/o

r in

form

al tr

aini

ng p

art o

f [S

CH

OO

L]'s

requ

irem

ents

?

INCL

UD

E A

LL S

EARC

H

COST

S SU

CH A

S TR

AN

SPO

RT, F

OO

D,

BRIB

ES, E

NRO

LLM

ENT

WIT

H R

ECRU

ITER

FEE

, ET

C.

INCL

UD

E TR

AVE

L TI

ME

A

ND

PRE

PARA

TIO

N T

IME

SPEN

T FO

R JO

B/A

PPRE

NTI

CESH

IP/ O

R IN

FORM

AL

TRA

ININ

G

SECT

ION

D: J

OBS

/APP

REN

TICE

SHIP

/IN F

ORM

AL

TRA

ININ

G/IN

DU

STRY

IMM

ERSI

ON

DU

RIN

G S

CHO

OL

Refe

r to

App

endi

x on

Occ

upat

ion

Code

s

Refe

r to

App

endi

x on

Indu

stry

Co

des

YES,

TO

REC

EIVE

FI

NA

NCI

AL

AID

.......

.....1

YES,

FO

R CO

URS

E CR

EDIT

........

........

........

.......

2N

O ....

........

........

........

........

.......

3

SCH

OO

L CO

NTA

CTS .

........

....1

FAM

ILY/

RE

LATI

VE ...

........

......2

AD

VERT

ISEM

ENT

..3RE

CRU

ITM

ENT

FIRM

.......

........

........

....4

FRIE

ND

S .....

........

........

.5O

THER

S,

SPEC

IFY.

........

........

....6

PAID

........

........

........

..1RE

CEIV

ED

SUBS

IDY

........

......2

UN

PAID

.......

........

...3

YES

........

........

........

........

....1

NO

........

........

........

........

.....2

►ne

xt S

ectio

nD

ON

’T K

NO

W ...

....99

8 ►

next

Sec

tion

YES

........

........

........

........

....1

NO

........

........

........

........

.....2

►ne

xt S

ectio

n

YES

........

........

........

....1

NO

........

........

........

.....2

►

NEX

T SE

CTIO

N

Appendix 3 109

SECTION E: SENIOR HIGH SCHOOL CHOICE (FOR GRADES 9 AND 10)SECTION E: SENIOR HIGH SCHOOL CHOICE (for Grades 9 and 10)

SN Question Code Answer1 Do you expect to continue onto senior high school education?

2 What are the 3 most important factors for not continuing with senior high school education or do not know about your decision. Rank in order of preference (1 - most important, etc). (SKIP TO NEXT SECTION AFTER RESPONDING TO THIS QUESTION)

3 What degree track do you plan to enroll in?

4 Ideally, what strand/specialization would you like/prefer to pursue for your senior high school education?

5 What are the 3 major considerations for choosing your first two options in Question 4? Rank in order of preference with 1 as the most important.

6 Considering your current circumstances, what track are you more likely to end up pursuing?

7 How many people who have pursued this track have influenced your decision? NUMBER

8 How many people who have pursued this strand (i.e., your identified Option 1 strand in Q4) have influenced your decision? NUMBER

Option 1Option 2Option 3

10. a Senior high school

Rank 1___Rank 2___Rank 3___

9 What are your three top school choices for senior high school?

Which source of information did you use/plan to use regarding your choice of senior high school and track/strand? Identify and rank the three most important sources (1-most important and so on).

10

Option 1:

Option 2:

YES .......................................1 ►3NO ....................................... 2 DON’T KNOW .........998

Rank 1

Rank 1

Rank 2

Rank 2

Rank 3

Rank 3

Accountancy, Business and Management (ABM) ......................... 1Science, Technology, Engineering and Mathematics (STEM) .. 2Humanities and Social Sciences (HUMSS) ....................................... 3General Academic Strand (GAS) .......................................................... 4Pre-baccalaureate Maritime .................................................................... 5Home Economics (HE) ............................................................................. 6Information and Communications Technology (ICT) .................. 7Agri-Fishery Arts .......................................................................................... 8Industrial Arts ................................................................................................ 9TVL Maritime ..............................................................................................10DON’T KNOW .......................................................................................998

FINANCIAL PROBLEM............................................................................1HOUSEHOLD RESPONSIBILITIES ....................................................2GRADES NOT SUFFICIENT ..................................................................3NOT NECESSARY FOR CHOICE OF EMPLOYMENT .................................................................4ALREADY HAVE A JOB OFFER ...........................................................5NOT INTERESTED ....................................................................................6UNDECIDED ON WHAT TO STUDY ...............................................7 WANT TO PURSUE OTHER INTERESTS........................................8FELT UNPREPARED FOR POST-SECONDARY SCHOOL ......9MARRIAGE ................................................................................................ 10OTHER, SPECIFY ..................................................................................... 11

ACADEMIC ...........................................................................................1TECHNICAL/VOCATIONAL/LIVELIHOOD .......................2SPORTS ...................................................................................................3 ►5ARTS AND DESIGN ..........................................................................4 ►5DON’T KNOW .............................................................................. 998 ►5

POTENTIAL WAGES ...................................................................................... 1BROAD EMPLOYMENT OPPORTUNITIES ......................................... 2EMPLOYMENT OPPORTUNITIES IN MANILA ................................ 3ABILITY TO WORK ABROAD .................................................................... 4INTEREST ............................................................................................................ 5BEST FITS MY SKILLS ..................................................................................... 6COLLEGE PREPAREDNESS ......................................................................... 7COST/FINANCIAL CONSIDERATION ............................................... 8RECOMMENDATION OF PARENTS ..................................................... 9RECOMMENDATION OF OTHER FAMILY MEMBERS ........................................................................................................10RECOMMENDATION OF FRIENDS/PEERS .....................................11LOCATION/PROXIMITY OF SCHOOL OFFERING THE MAJOR/VOCATION ...............................................12SOCIAL ACCEPTABILITY/EXPECTATIONS ....................................13

ACADEMIC ...................................................................................................1TECHNICAL/VOCATIONAL/LIVELIHOOD ...............................2SPORTS ...........................................................................................................3ARTS AND DESIGN ..................................................................................4DON’T KNOW ............................................................................................5

Encircle here PARENTS/SIBLINGS ............................................................................................ 1 TEACHER ................................................................................................................... 2 PEERS ........................................................................................................................... 3 GUIDANCE COUNSELOR ................................................................................. 4ADMISSION OFFICERS FROM OTHER SCHOOLS, COLLEGES OR

UNIVERSITIES ...................................................................................................... 5RELATIVE ................................................................................................................... 6 BOOKS, NEWSPAPER, MAGAZINE.............................................................. 7INTERNET ................................................................................................................. 8 TELEVISION/RADIO .......................................................................................... 9 OTHER SUCCESSFUL INDIVIDUAL(S) ENCOUNTERED .............. 10 GENERAL PUBLIC PERCEPTION .................................................................11 OTHER, SPECIFY ..................................................................................................12

Appendix 3110

SECTION E: SENIOR HIGH SCHOOL CHOICE (for Grades 9 and 10)

SN Question Code Answer10 10. b Track/Subtrack


11a. Location [Scale 1-10]11b. Parental recommendation [Scale 1-10]11c. Relative recommendation [Scale 1-10]11d. Counselor recommendation [Scale 1-10]11e. Peer recommendation [Scale 1-10]11f. School Reputation [Scale 1-10]11g. Degree offerings [Scale 1-10]11h. Interest in track/subtrack/vocation [Scale 1-10]11i. Costs [Scale 1-10]11j. Future employment/salary prospects [Scale 1-10]11k. Other, Specify [Scale 1-10]

12 Do you have any information on financial aid (scholarships, student loans) for senior high schools?

13 What were your sources of information on financial aid for senior high school? Check all that apply.

14 Do you plan to apply for any scholarships or student loans?

15 Why don't you want to apply for scholarship/student loan?

16 Do you expect to take some time off from school for a year before you start your senior high school education? If yes, why?

17 On a scale of 1–10, with 1 being the most important and 10 the least important, how much do you think the chosen track matters in college preparedness?

18 On a scale of 1–10, with 1 having the highest probability and 10 the lowest probability, what do you think is the probability that training in this track will lead to employment in any occupation (if applicable)?

20 On a scale of 1-10, with 1 being very important and 10 not important, how much do you think the quality of school matters in determining job outcomes?

21 On a scale of 1-10, with 1 being very important and 10 not important, how much do you think the chosen track matters in determining job outcomes?

How much do the following factors play a role in choosing this school? (1 - most important, etc).11

19 On a scale of 1-10, with 1 being most certain and 10 least certain, how certain are you that this your desired track over long term?

Encircle here PARENTS/SIBLINGS ............................................................................................ 1 TEACHER ................................................................................................................... 2 PEERS ........................................................................................................................... 3 GUIDANCE COUNSELOR ................................................................................. 4ADMISSION OFFICERS FROM OTHER SCHOOLS, COLLEGES OR

UNIVERSITIES ...................................................................................................... 5RELATIVE ................................................................................................................... 6 BOOKS, NEWSPAPER, MAGAZINE.............................................................. 7INTERNET ................................................................................................................. 8 TELEVISION/RADIO .......................................................................................... 9 OTHER SUCCESSFUL INDIVIDUAL(S) ENCOUNTERED .............. 10 GENERAL PUBLIC PERCEPTION .................................................................11 OTHER, SPECIFY ..................................................................................................12

WEBSITE OF POST SECONDARY INSTITUTIONS ..................................................................................1 [ ]

TEACHER .................................................................................................2 [ ]GUIDANCE COUNSELOR ...............................................................3 [ ]ADMISSION OFFICERS FROM OTHER SCHOOLS,

COLLEGES OR UNIVERSITIES....................................................4 [ ]RELATIVE .................................................................................................5 [ ]PARENT/GUARDIAN ......................................................................6 [ ]BOOKS, NEWSPAPER, MAGAZINE ...........................................7 [ ]BANK .........................................................................................................8 [ ]OTHER INTERNET SOURCES,SPECIFY ...................................9 [ ]WEBSITE OF OTHER SCHOLARSHIP PROVIDERS ........ 10 [ ]FLYERS/PRINT ADS ....................................................................... 11 [ ]OTHER, SPECIFY ............................................................................... 12 [ ]

YES ................................. 1 NO .................................. 2 ►14

YES ................................. 1 ►16NO .................................. 2

TEDIOUS PROCESS ..................................................................................1 DON’T KNOW ANY .................................................................................2NOT CONFIDENT THAT APPLICATION

WILL BE APPROVED ..............................................................................3OTHER (SPECIFY) .....................................................................................4

YES, FINANCIAL .......................................................................................1YES, TRAVEL ................................................................................................2YES, WORK EXPERIENCE ......................................................................3YES, NEED A BREAK .................................................................................4NO .....................................................................................................................5OTHER, SPECIFY ........................................................................................6

1 ..............12 ..............23 ..............34 ..............45 ..............5

1 ..............12 ..............23 ..............34 ..............45 ..............5

1 ..............12 ..............23 ..............34 ..............45 ..............5

1 ..............12 ..............23 ..............34 ..............45 ..............51 ..............12 ..............23 ..............34 ..............45 ..............5

6 ..............67 ..............78 ..............89 ..............910 ........10

6 ..............67 ..............78 ..............89 ..............910 ........10

6 ..............67 ..............78 ..............89 ..............910 ........10

6 ..............67 ..............78 ..............89 ..............910 ........106 ..............67 ..............78 ..............89 ..............910 ........10

Appendix 3 111

SECTION F: COLLEGE CHOICESECTION F: COLLEGE CHOICE

SN Code Answer1

2


3NUMBER

4

1st Choice

2nd Choice

1st Choice


2nd ChoiceRank 1___Rank 2___Rank 3___

7

8

9

Option 1

Option 2

Option 3

What are you more likely to end up studying?

What is the monthly income you expect to receive upon accepting a job after graduating with this degree? Report in PHP

Do you expect to continue onto post-secondary education?

5

Question

What major would you like/aspire to pursue for your post-secondary education?

6

What are the 3 most important factors for not continuing with post secondary education or do not know about your decision. Rank in order of preference (1 - most important, etc). (SKIP TO NEXT SECTION AFTER RESPONDING TO THIS QUESTION)

What is the highest degree you want to obtain?

How many people who have pursued post-secondary education infludence your decision?

What are your 3 major considerations for choosing this major/vocation? Choose top 3 considerations (1 - most important, etc)

What type of degree program do you need to enroll in in order to pursue this career?

10 What are your three top choices for post secondary schools?

YES .......................................1 ►3NO ....................................... 2 DON’T KNOW .........998

FINANCIAL PROBLEM.................................................................................................... 1HOUSEHOLD RESPONSIBILITIES ............................................................................ 2GRADES NOT SUFFICIENT .......................................................................................... 3NOT NECESSARY FOR CHOICE OF EMPLOYMENT ......................................................................................... 4ALREADY HAVE A JOB OFFER ................................................................................... 5NOT INTERESTED ............................................................................................................ 6UNDECIDED ON WHAT TO STUDY ....................................................................... 7 WANT TO PURSUE OTHER INTERESTS................................................................ 8FELT UNPREPARED FOR POST-SECONDARY SCHOOL .............................. 9MARRIAGE .........................................................................................................................10OTHER, SPECIFY ..............................................................................................................11

CERTIFICATE/DIPLOMAVOCATIONAL DEGREE .................................................................................................. 1ASSOCIATE........................................................................................................................... 2BACHELORS......................................................................................................................... 3MASTERS ............................................................................................................................... 4PHD AND ABOVE .............................................................................................................. 5OTHER, SPECIFY ................................................................................................................ 6

POTENTIAL WAGES ........................................................................................................ 1BROAD EMPLOYMENT OPPORTUNITIES ........................................................... 2EMPLOYMENT OPPORTUNITIES IN MANILA .................................................. 3ABILITY TO WORK ABROAD ...................................................................................... 4INTEREST .............................................................................................................................. 5BEST FITS MY SKILLS ....................................................................................................... 6COST/FINANCIAL CONSIDERATION ................................................................. 7RECOMMENDATION OF PARENTS ....................................................................... 8RECOMMENDATION OF OTHER FAMILY MEMBERS ................................. 9RECOMMENDATIO OF FRIENDS/PEERS ..........................................................10LOCATION/PROXIMITY OF SCHOOL OFFERING THE MAJOR/

VOCATION .....................................................................................................................11SOCIAL ACCEPTABILITY/EXPECTATIONS .................................................... 12OTHER, SPECIFY ..............................................................................................................13

INCLUDE OPTIONS IN APPENDIX(Include Don’t Know (998) as one of the possible answers)

INCLUDE OPTIONS IN APPENDIX(Include Don’t Know (998) as one of the possible answers)

LESS THAN PHP 5,000 ...................................................................................................1PHP 5,000 TO PHP 10,000 ...........................................................................................2PHP 10,000 TO PHP 20,000 ........................................................................................3PHP 20,000 TO PHP 30,000 ........................................................................................4PHP 30,000 TO PHP 50,000 ........................................................................................5PHP 50,000 TO PHP 70,000 ........................................................................................6OVER PHP 70,000.............................................................................................................7DON’T KNOW ..............................................................................................................998

VOCATIONAL DEGREE .................................................................................................. 1ASSOCIATE........................................................................................................................... 2BACHELORS......................................................................................................................... 3MASTERS ............................................................................................................................... 4PHD AND ABOVE .............................................................................................................. 5OTHER, SPECIFY ................................................................................................................ 6DON’T KNOW ...............................................................................................................998

Appendix 3112

SECTION F: COLLEGE CHOICE

SN Code AnswerQuestionOption 1 Rank 1___

Rank 2___Rank 3___

Option 2 Rank 1___Rank 2___Rank 3___

Option 3 Rank 1___Rank 2___Rank 3___



13

14


15

16

17

18

19

20

21

22

12 Which source of information did you use/plan to use regarding your choice of post-secondary school and post-secondary major/vocation? Identify and rank the three most important sources.

What are your 3 major considerations for choosing this school? Choose top 3 considerations

11

12. b Post-secondary major/vocation

12. a Post-secondary school

Do you plan to apply for any scholarships or student loans?

What were your sources of information on financial aid for post-secondary schools? Identify and rank the three most important sources.

Do you have any information on financial aid (scholarships, student loans) for post-secondary schools?

On a scale of 1-10, with 1 being very important and 10 not important, how much do you think the major matters in determining job outcomes?

On a scale of 1-10, with 1 being very important and 10 not important, how much do you think the quality of school matters in determining job outcomes?

On a scale of 1-10, with 1 being most likely and 10 least likely, how likely do you see yourself in this field of work in the next ten years?

On a scale of 1-10, with 1 having very high probability and 10 very low probability, what do you think is the probability that completing the program will lead to employment in any occupation (if applicable)?

On as scale of 1-10, with 1 having very high level of confidence and 10 very low, how confident are you in completing your post-secondary education?

Why don't you want to apply for scholarship/student loan?

Do you expect to take some time off from school before you start your post secondary education? If yes, why?

LOCATION .........................................................................................................................1PARENTAL RECOMMENDATION ..........................................................................2RELATIVE RECOMMENDATION .............................................................................3COUNSELOR RECOMMENDATION .....................................................................4PEER RECOMMENDATION........................................................................................5SCHOOL REPUTATION ...............................................................................................6DEGREE OFFERINGS .....................................................................................................7INTEREST IN MAJOR/VOCATION ........................................................................8COSTS ...................................................................................................................................9FUTURE EMPLOYMENT/SALARY PROSPECTS ........................................... 10OTHER SPECIFY ............................................................................................................ 11

Encircle here PARENTS/SIBLINGS ................................................................................................................... 1 TEACHER .......................................................................................................................................... 2 PEERS .................................................................................................................................................. 3 GUIDANCE COUNSELOR ........................................................................................................ 4ADMISSION OFFICERS FROM OTHER SCHOOLS, COLLEGES OR

UNIVERSITIES ............................................................................................................................. 5RELATIVE .......................................................................................................................................... 6 BOOKS, NEWSPAPER, MAGAZINE..................................................................................... 7INTERNET ........................................................................................................................................ 8 TELEVISION/RADIO ................................................................................................................. 9 OTHER SUCCESSFUL INDIVIDUAL(S) ENCOUNTERED .................................... 10 GENERAL PUBLIC PERCEPTION ....................................................................................... 11 OTHER, SPECIFY ........................................................................................................................ 12

Encircle here PARENTS/SIBLINGS ................................................................................................................... 1 TEACHER .......................................................................................................................................... 2 PEERS .................................................................................................................................................. 3 GUIDANCE COUNSELOR ........................................................................................................ 4ADMISSION OFFICERS FROM OTHER SCHOOLS, COLLEGES OR

UNIVERSITIES ............................................................................................................................. 5RELATIVE .......................................................................................................................................... 6 BOOKS, NEWSPAPER, MAGAZINE..................................................................................... 7INTERNET ........................................................................................................................................ 8 TELEVISION/RADIO ................................................................................................................. 9 OTHER SUCCESSFUL INDIVIDUAL(S) ENCOUNTERED .................................... 10 GENERAL PUBLIC PERCEPTION ....................................................................................... 11 OTHER, SPECIFY ........................................................................................................................ 12

YES ................................. 1 NO .................................. 2 ►15

WEBSITE OF POST SECONDARY INSTITUTIONS ..................................1 [ ]TEACHER ......................................................................................................................2 [ ]GUIDANCE COUNSELOR ....................................................................................3 [ ]ADMISSION OFFICERS FROM OTHER SCHOOLS,

COLLEGES OR UNIVERSITIES.........................................................................4 [ ]RELATIVE ......................................................................................................................5 [ ]PARENT/GUARDIAN ...........................................................................................6 [ ]BOOKS, NEWSPAPER, MAGAZINE ................................................................7 [ ]BANK ..............................................................................................................................8 [ ]OTHER INTERNET SOURCES,SPECIFY ........................................................9 [ ]WEBSITE OF OTHER SCHOLARSHIP PROVIDERS .............................10 [ ]FLYERS/PRINT ADS ............................................................................................11 [ ]OTHER, SPECIFY ....................................................................................................12 [ ]

YES ................................. 1 ►17NO .................................. 2

YES ................................. 1 ►17NO .................................. 2

TEDIOUS PROCESS ...................................................................................................... 1 DON’T KNOW ANY ..................................................................................................... 2NOT CONFIDENT THAT APPLICATION WILL BE APPROVED ............. 3OTHER (SPECIFY) ......................................................................................................... 4

YES, FINANCIAL .............................................................................................................1YES, TRAVEL ......................................................................................................................2YES, WORK EXPERIENCE ............................................................................................3YES, NEED A BREAK .......................................................................................................4NO ...........................................................................................................................................5OTHER, SPECIFY ..............................................................................................................61 ..............12 ..............23 ..............34 ..............45 ..............51 ..............12 ..............23 ..............34 ..............45 ..............51 ..............12 ..............23 ..............34 ..............45 ..............51 ..............12 ..............23 ..............34 ..............45 ..............51 ..............12 ..............23 ..............34 ..............45 ..............5

6 ..............67 ..............78 ..............89 ..............910 ........106 ..............67 ..............78 ..............89 ..............910 ........106 ..............67 ..............78 ..............89 ..............910 ........106 ..............67 ..............78 ..............89 ..............910 ........106 ..............67 ..............78 ..............89 ..............910 ........10

Appendix 3 113

SECTION G: OCCUPATION CHOICESECTION G: OCCUPATION CHOICE

SN Question Code1 What is your main occupational choice at age

30? [asked of everyone]2 On average, how much monthly income do

you expect to make in this occupation at age 30, in today's terms?

3 How much education is needed for this kind of work?

4 Which 3 major sources of information did you use in your choice of occupation/skill? Rank in order of influence/importance each source encircled (1 - most important, and so on).

Rank 1 Rank 2 Rank 3

5 How many relatives who have a similar occupation have influenced your decision?

6 How many community members/friends who have a similar occupation of your choice have influenced your decision?On a scale of 1-10, with 1 being the highest and 10 the least, how influential are/were the following factors in your choice of occupation?7.a Employment Opportunities In Manila7.b Ability to Work Abroad7.c Interest7.d Best Fits My Skills7.e Cost/Financial Consideration7.f Recommendation of Parents7.g Recommendation of Other Family 7.h Recommendation of Friends/Peers7.i Location/Proximity of School Offering the Major/Vocation7.j Social Acceptability/Expectations7.k Other, Specify

8 On a scale of 1-10, with 1 being very certain and 10 uncertain, how certain are you that this your desired skill/occupation over long term?

Answer

7

NUMBER

NUMBER

LESS THAN PHP 5,000 .......................................................... 1PHP 5,000 TO PHP 10,000 .................................................. 2PHP 10,000 TO PHP 20,000 ............................................... 3PHP 20,000 TO PHP 30,000 ............................................... 4PHP 30,000 TO PHP 50,000 ............................................... 5PHP 50,000 TO PHP 70,000 ............................................... 6OVER PHP 70,000.................................................................... 7

HIGH SCHOOL DIPLOMA ...............................................1VOCATIONAL DEGREE ........................................................ 2ASSOCIATE................................................................................. 3BACHELORS............................................................................... 4MASTERS ..................................................................................... 5PHD................................................................................................. 6OTHER, SPECIFY ...................................................................... 7DON’T KNOW .....................................................................998

Encircle here PARENTS/SIBLINGS ....................................................................... 1 TEACHER .............................................................................................. 2 PEERS ...................................................................................................... 3 GUIDANCE COUNSELOR ............................................................ 4ADMISSION OFFICERS FROM OTHER SCHOOLS,

COLLEGES OR UNIVERSITIES ................................................. 5RELATIVE .............................................................................................. 6 BOOKS, NEWSPAPER, MAGAZINE ........................................ 7 INTERNET ........................................................................................... 8 TELEVISION/RADIO ..................................................................... 9 OTHER SUCCESSFUL INDIVIDUAL(S) ENCOUNTERED

10 GENERAL PUBLIC PERCEPTION ............................................11 OTHER, SPECIFY .............................................................................12

INSERT CODE998 FOR DON’T KNOW

Appendix 3114

SECTION H: SENIOR HIGH SCHOOL CAREER GUIDANCE PROGRAMSECTION H: SENIOR HIGH SCHOOL CAREER GUIDANCE PROGRAM

SN Question Code Answer1 During the last academic year, how often have your

parents / guardians participated in any of the following school-related activities?

2 Is it part of of the DepEd's Senior High School Career Guidance Program?

3 During this school year, how many hours did you get personalized help from career counsellor? (Write "0" if none).

4 What types of information did you receive? (select all that apply)

6 What types of other information would you find useful in making decisions about future career paths but have not been provided to you by the school's career guidance program?

5 On a scale of 1-10, with 1 being highly useful and 10 least useful, please rate the usefulness in making education-related decision of each type of information received as indicated in Question 4.

YES ............................................. 1NO ..............................................2 ►Skip for Next Section

YES ............................................. 1NO .............................................. 2DON’T KNOW ................998

LABOR MARKET INFORMATION ..........................................................1TYPES OF OCCUPATIONS AND TRAINING

THAT FIT PERSONAL INTERESTS ........................................................2TYPES OF OCCUPATIONS AND TRAINING

THAT FIT PERSONAL WAGE PREFERENCES ..................................3TYPES OF OCCUPATIONS AND TRAINING

THAT FIT SKILLS ...........................................................................................4SCHOOLS THAT CAN PROVIDE A QUALITY EDUCATION

GIVEN PREFERENCES .................................................................................5INFORMATION ON FUNDING OPTIONS .........................................6OCCUPATION OUTCOMES OF THOSE

FROM SCHOOLS IN REGION .................................................................7WAGE OUTCOMES OF THOSE FROM SCHOOLS

IN REGION .......................................................................................................8OCCUPATION OUTCOMES FROM NATIONL

LABOR MARKET ............................................................................................9OCCUPATION IN DEMAND OUTSIDE THE COUNTRY .........10OTHER, SPECIFY ..........................................................................................11

LABOR MARKET INFORMATION ..........................................................1TYPES OF OCCUPATIONS AND TRAINING

THAT FIT PERSONAL INTERESTS ........................................................2TYPES OF OCCUPATIONS AND TRAINING

THAT FIT PERSONAL WAGE PREFERENCES ..................................3TYPES OF OCCUPATIONS AND TRAINING

THAT FIT SKILLS ...........................................................................................4SCHOOLS THAT CAN PROVIDE A QUALITY EDUCATION

GIVEN PREFERENCES .................................................................................5INFORMATION ON FUNDING OPTIONS .........................................6OCCUPATION OUTCOMES OF THOSE

FROM SCHOOLS IN REGION .................................................................7WAGE OUTCOMES OF THOSE FROM SCHOOLS

IN REGION .......................................................................................................8OCCUPATION OUTCOMES FROM NATIONL

LABOR MARKET ............................................................................................9OCCUPATION IN DEMAND OUTSIDE THE COUNTRY .........10OTHER, SPECIFY ..........................................................................................11

Rank1.....__2.....__3.....__4.....__5.....__6.....__7.....__8.....__9.....__10....__

Appendix 3 115

SECTION I: PERSPECTIVE ON PARENT’S INVOLVEMENT AND EXPECTATIONSSECTION I: PERSPECTIVE ON PARENT'S INVOLVEMENT AND EXPECTATIONS

SN Question CodeDuring the last academic year, how often have your parents/guardians participated in any of the following school-related activities?a) Discussed my behaviour with a teacher on their own initiative.b) Discussed my behaviour on the initiative of one of my teachersc) Discussed my progress with a teacher on my their own initiative.d) Discussed my progress on the initiative of one of my teachers.e) Volunteered in physical activities, e.g. building maintenance, carpentry, gardening or yard workf) Participated in extra-curricular activities, e.g. book club, school play, sports, field trip.g) Volunteered in the school library or media centre.h) Assisted a teacher in the school.i) Appeared as a guest speaker.j) Participated in local school , e.g. parent council or PTA.k) Discussed my progress with me, e.g. talked about my report card

2 What do you think is the track that your parents/guardians would prefer you to enroll in Senior High School?

3 What are your parent's /guardian's three major considerations in preferring this track for you? Rank all that applies in order of magnitude of each source in your decision making.

4 Do you think your parents/guardians expect you to continue onto post-secondary education?

5 What are the 3 most important factors why you think your parents/guardians do not expect you to continue with post secondary education or do not know about your decision? Rank in order of preference (1 - most important, etc). (SKIP TO NEXT SECTION AFTER RESPONDING TO THIS QUESTION)

6 Where do your parents/guardians expect you to study after junior high school?

7 Where do your parents/guardians expect you to study after senior high school?

8 Would your parents/guardians expect you to work part time to support part of your educational costs in post secondary education?

9 What type of work are you expected to engage in as an adult?

10 On average, how much monthly income are you expected to earn at age 30 by your parents?

11 Where do your parents expect you to work?

Answer1

Rank 1

Rank 2

Rank 3

Rank 1

Rank 2

Rank 3

POTENTIAL WAGES ....................................................................1BROAD EMPLOYMENT OPPORTUNITIES .......................2EMPLOYMENT OPPORTUNITIES IN MANILA ..............3ABILITY TO WORK ABROAD ..................................................4INTEREST ..........................................................................................5BEST FITS MY SKILLS ...................................................................6COLLEGE PREPAREDNESS .......................................................7COST/FINANCIAL CONSIDERATION .............................8RECOMMENDATION OF PARENTS ...................................9RECOMMENDATION OF OTHER

FAMILY MEMBERS ................................................................. 10RECOMMENDATION OF FRIENDS/PEERS .................. 11LOCATION/PROXIMITY OF SCHOOL

OFFERING THE MAJOR/VOCATION .......................... 12SOCIAL ACCEPTABILITY/EXPECTATIONS ................. 13DON’T KNOW ...........................................................................998

FINANCIAL PROBLEM................................................................1HOUSEHOLD RESPONSIBILITIES ........................................2GRADES NOT SUFFICIENT ......................................................3NOT NECESSARY FOR CHOICE OF EMPLOYMENT ...4ALREADY HAVE A JOB OFFER ...............................................5NOT INTERESTED ........................................................................6UNDECIDED ON WHAT TO STUDY ...................................7 WANT TO PURSUE OTHER INTERESTS............................8FELT UNPREPARED FOR POST-SECONDARY

SCHOOL .........................................................................................9MARRIAGE .................................................................................... 10OTHER, SPECIFY ......................................................................... 11DON’T KNOW ...........................................................................998

Professional (e.g., doctor, lawyer, manager, teacher, etc.) .........................................1

Working class/manual laborer/trades/ blue collar (e.g., factory, maintenance, carpenter, electrician, etc.) ..................................2

Service industry (e.g., food service, customer service, hospitality, etc.) ...................3

Clerical (e.g., office assistant, record keeping) .........................................................4

Technical (e.g., computer programming, electronics repair) ....................................................5

Employment is not likely for me ............................6Other type of work (please specify) ....................7Don’t Know.............................................................. 998

Within the city/municipality ........................................... 1Outside the city/municipality

but within the region ........................................................ 2Outside the region but within the Philippines .......... 3Overseas .................................................................................. 4Don’t Know........................................................................998





LESS THAN PHP 5,000 .........................................................1PHP 5,000 TO PHP 10,000 .................................................2PHP 10,000 TO PHP 20,000 ..............................................3PHP 20,000 TO PHP 30,000 ..............................................4PHP 30,000 TO PHP 50,000 ..............................................5PHP 50,000 TO PHP 70,000 ..............................................6OVER PHP 70,000...................................................................7DON’T KNOW ................................................................... 998

Once a week .................................................................1Once a month ..............................................................2Once every quarter ....................................................3Once a school year .....................................................4Never ...............................................................................5

YES ..................................................1 ►6NO ................................................... 2DON’T KNOW .....................998

YES ...............................................1NO ................................................2 ►10DON’T KNOW ................. 998

Academic ................................................................................ 1Technical/Vocational/Livelihood ................................. 2Sports........................................................................................ 3Arts and Design .................................................................... 4Others, specify ...................................................................... 5Don’t Know........................................................................998

Appendix 3116

SECTION J: STUDENT’S OVERALL SATISFACTIONSECTION J: STUDENT'S OVERALL SATISFACTION

1. On a scale of 1 to 10, 1 being very satisfied to 10 not satisfied, how satisfied are you in the following aspects of your current school?

2. Which three factors were most important in making the final decision in attending this school? Also, rank in order of preference (1 - most important, and so on).

Overall School Satisfaction

Congeniality of School Atmosphere/Feeling of belongingness

Location

Chosen Track/Strand

Curriculum Requirements

Competency of Teachers

Quality of Career Guidance

Quality of School FacilitiesTransparency of School on the Actual Amount of Tuition and Other Miscellaneous Fees Prior to Enrollment

Affordability of School Fees Rank 1: __________

Government Subsidies Rank 2: __________

Rank 3: __________

COSTS................1COSTS ................................................................................1CURRICULUM ................................................................2NEAR PARENTS’ HOME ............................................3NEAR RELATIVES’ HOME .........................................4SCHOOL QUALITY .....................................................5SCHOOL AFFILIATION .............................................6SCHOOL’S ACCREDITION ......................................7EDUCATION/EMPLOYMENT OUTCOMES ..................................................................8

COURSE OFFERINGS COINCIDE WITH PREFERENCES ................................................9

LACK OF GOOD PUBLIC SCHOOLS NEAR PARENTS’ HOME .......................................10

OTHER, SPECIFY ........................................................11

117

1. Corrected the miscoded and unmatched student ID number in the student and household databases, e.g., the original student ID number was used instead of that of the interviewed replacement student. This was done by (i) checking unmatched learner reference numbers (LRNs) between the student and household databases bearing the same home address and/or contact numbers, and (ii) confirming the correctness of the LRN encoded in the household database by comparing it to the name of the student in the Department of Education (DepEd) database.

2. Corrected the miscoded student ID number in the student and household databases, e.g., duplicate records of a unique LRN observed in the two databases. This was done by (i) confirming the correct LRN as indicated in step 1; (ii) identifying the miscoded LRN in the student database and/or household database; and (iii) encoding the correct LRN by comparing the name of the student, home address, gender, and grade level to those pieces of information in the DepEd database.

3. Corrected miscoded student ID, e.g., lacked “0” in front, had one of the 12 digits miscoded, had less than or more than 12 digits.

4. Dropped students (and their corresponding household data) with no matching household.

5. Dropped households (and their corresponding student data) with more than one sampled student.

6. Dropped miscoded student IDs, i.e., student IDs are supposed to be numeric with 12 digits, but the name of the student was encoded instead of the student ID in a few cases.

7. Sampled students’ ages go as high as 40–60 years old. It turned out that this was due to erroneous merging by the database specialist; data for some sampled students were recorded against the household head, or in the row corresponding to the household head, instead of the sampled student’s row. Erroneous age data were corrected.

8. Corrected miscoded school ID of some students, i.e., some sampled students were not assigned their proper or correct school IDs.

9. Corrected miscoded school IDs, i.e., school IDs are supposed to be numeric with six digits, but the name of the schools was encoded instead of the school ID in a few cases.

10. Corrected miscoded household head tag and gender of students and household members.

11. Recoded categories to reflect respondent’s correct answer, e.g., a mismatch between the input of Philippine Standard Occupational Classification category of survey enumerators and the interviewee’s preferred or anticipated occupation.12 This was done by checking for trends in miscoding occupational classification categories, e.g., police officers are usually tagged under “Armed Forces Occupations” (category 10); and tagging all variations of police officer responses, e.g., SPO1, spo1, po1, police, etc. under “Service and Sales Workers” (category 5).

12 Philippine Statistics Authority. Philippine Standard Occupational Classification. https://psa.gov.ph/sites/default/files/4publication.pdf.

APPENDIX 4: Data Cleaning Steps Undertaken

118 Appendix 4

12. Recoded “Others” if the respondent’s answer could fit under an existing category. This was done by manually checking respondents’ specific reason and recoding the response if the comment falls under existing options.

13. Manually recoded the number of individual guidance counseling hours reported by school principals. This was done by (i) checking for outliers among reported number of personalized guidance counseling hours of schools, e.g., 8,000 per school year; (ii) confirming the number by calling the school; and (iii) recoding the noted response as confirmed by the school head and/or guidance counselor.

119

Albert, J. R. 2016. What Do Statistics Say about Education in the Philippines? Philippine Institute for Development Studies (PIDS) Policy Note 2016-19. Quezon City: PIDS. http://pids.gov.ph/publications/5721.

Albert, J. R., Dumagan, J., and Martinez, A., Jr. 2015. Inequalities in Income, Labor, and Education: The Challenge of Inclusive Growth. Discussion Paper Series. No. 2015-01. Makati City: Philippine Institute for Development Studies.

Amoah, S., Kwofie, I., and Kwofie, F. 2015. The School Counsellor and Students’ Career Choice in High School: The Assessor’s Perspective in a Ghanaian Case. Journal of Education and Practice. 6 (23). pp. 57–65.

Asad, M., Iqbal, N., and Tasneem, S. 2015. The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur. Journal of Education and Practice. 6 (16). https://files.eric.ed.gov/fulltext/EJ1079955.pdf.

Asian Development Bank. 2018. Social Protection Brief: Reducing Youth Not in Employment, Education, or Training through JobStart Philippines. ADB Brief No. 87.

Asian Development Bank. 2015. Key Indicators for Asia and the Pacific 2015. Manila.

Attanasio, O. and Kaufmann, K. 2009. Educational Choices, Subjective Expectations, and Credit Constraints. NBER Working Paper. No. 15087. Cambridge, Massachusetts: National Bureau of Economic Research.

Banerjee, A., Glewwe, P., Powers, S., and Wasserman, M. 2013. Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence. J-PAL Post-Primary Education Initiative Review Paper. Cambridge, Massachusetts: Abdul Latif Jameel Poverty Action Lab.

Bonilla, L., Bottan, N., and Ham, A. 2016. Information Policies and Higher Education Choices: Experimental Evidence from Colombia. http://www.cedlas-er.org/sites/default/files/aux_files/ham.pdf.

Briones, L. 2016. Quality, Accessible, Relevant, and Liberating Basic Education for All. Presentation at the Education Summit 2016. Pasay City. 3–4 November.

Chen, X. 2013. STEM Attrition: College Students’ Paths Into and Out of STEM Fields: Statistical Analysis Report. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubs2014/2014001rev.pdf.

Fischer, G. and Karlan, D. 2015. The Catch-22 of external validity in the context of constraints to firm growth. American Economic Review. 105 (5). pp. 295–299.

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Government of the Philippines, Department of Education. K to 12 General Information. http://www.deped.gov.ph/k-to-12/faq.

______. Senior High School. http://www.deped.gov.ph/k-to-12/faq/senior-high-school.

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Youth Education Investment and Labor Market Outcomes in the PhilippinesSurvey Report

This report presents fi ndings from a survey in the Philippines on what shapes young people’s decisions about their education. The survey focused on students’ choice of track in senior high school—academic, technical-vocational and livelihood, sports, or arts and design—their choice of college course, and their occupational preferences and expectations. It was conducted by the Asian Development Bank in collaboration with the Philippine Department of Education. Its results highlight the most infl uential considerations and information sources for students and households. This report aims to help enhance career guidance programs and long-term labor market outcomes.

About the Asian Development Bank

ADB is committed to achieving a prosperous, inclusive, resilient, and sustainable Asia and the Pacifi c, while sustaining its e� orts to eradicate extreme poverty. Established in 1966, it is owned by 68 members—49 from the region. Its main instruments for helping its developing member countries are policy dialogue, loans, equity investments, guarantees, grants, and technical assistance.

About the Philippines Department of Education

DepEd’s mission is to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education. The department formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

ASIAN DEVELOPMENT BANK6 ADB Avenue, Mandaluyong City1550 Metro Manila, Philippineswww.adb.org

DEPARTMENT OF EDUCATIONDepEd Complex, Meralco Avenue, Pasig City1600 Metro Manila, Philippineswww.deped.gov.ph

YOUTH EDUCATION INVESTMENT AND LABOR MARKET OUTCOMES IN THE PHILIPPINESSURVEY REPORT

JULY 2019

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