INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

ASPIRATION OF THE OUT OF SCHOOL YOUTH

IN ILEB, NAMBARAN, TABUK CITY, KALINGA

A Research Paper

Presented to the Faculty Members

of the Social Work Department

In Partial Fulfillment of the Requirements

for the degree Bachelor of Science

in Social Work

Presented By:

BARRERA, ALEXA MAE A.

DALUPING ZYRA KERSTEN N.

S.Y. 2018-2019
 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

APPROVAL SHEET

This research entitled “Aspiration of the Out of School Youth in

Barangay Ileb, Nambaran, Tabuk City” prepared and submitted by Alexa

Mae A. Barrera and Zyra Kersten N. Daluping, in partial fulfillment

of the requirements of the degree, Bachelor of Science in Social Work

is hereby recommend for oral examination.

MAY ANN C. MALOBO, RSW

Adviser

Approved by the tribunal at the oral examination and accepted us

a full compliance on the Degree of Bachelor of Science in Social Work

with a rating of _______

RYAN C. FONTANILLA, RN,LPT,MSN

Chairman

MICHAEL ANGELO P. BURAC, LPT, MIT

Member

DAN PAULO RAMOS

Member

HAROLD B. DURAN
Member

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Accepted in partial fulfillment in the Degree of Bachelor of

Science in Social Work.

MAY ANN C. MALOBO, RSW

Program Coordinator, Social Work Department

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ACKNOWLEDMENT

The researchers wish to express their profound gratitude to

those who gave possibility and who has extensively contributed in the

completion of this humble work.

Mr. Ryan C. Fontanilla, RN, MSN, DIH, Research Professor, for

the insightful comments, constructive criticisms and time in sharing

his expertise and knowledge in the Field of Research making this

study a possible one;

Ms. May Ann C. Malobo, RSW, Department program Coordinator, who

helped us to process this study and who kept on challenging and

inspiring us to finish this study;

To all the respondents, for being approachable, honest, and

patient in answering;

To the Researchers’ Families, for their ever toiling support,

understanding and for providing financial and emotional support;

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To Our Almighty God, the center of this study and the source of

wisdom and strength to the researchers, with HIM, all things are

possible.

The Researchers

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DEDICATION

We humbly offer this piece of works an expression of our deepest

gratitude to our loving and supportive parents, to our generous

brothers and sisters, to our friends and mentors and above all, to

our Almighty God.

The Researchers

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TABLE OF CONTENTS

Title page. . . . . . . . . . . . . . . . . . . . . . . . . ..i

Approval Sheet . . . . . . . . . . . . . . . . . . . . . . ..ii

Acknowledgment . . . . . . . . . . . . . . . . . . . . . ... iv

Dedication . . . . . . . . . . . . . . . . . . . . . . . . ..vi

Table of Contents . . . . . . . . . . . . . . . . . . . . . .vii

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . .ix

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction . . . . . . . . . . . . . . . . . . . . . . 1

Theoretical Framework . . . . . . . . . . . . . . . . . .4

Statement of the Problem . . . . . . . . . . . . . . . . 5

Significance of the study . . . . . . . . . . . . . . . .5

Scope and Delimitation . . . . . . . . . . . . . . . . . 8

Definition of Terms . . . .. . . . . . . . . . . . . .. .9

2. REVIEW OF THE RELATED LITERATURE

RRL . . . . . . . . . .. . . .. . . . . . . . . . . .. . 10

3. METHODS AND PROCEDURES

Research Design. . . . . . . . . . . . . . . . . . . . . 21

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Participants/Respondents . . . . . . . . . . . . . . . . ..21

Data Gathering Tool. . . . . . . . . . . . . . . . . . .. .22

Data Gathering procedure. . . . . . . . . . . . . . . . . .22

Data Analysis . . . . . . . . . . . . . . . . . . . . .. . 23

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA . . . . . . . .

. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 24

5. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary................................................33

Conclusion. . . . . . . . . . . . . . . . . . . . . . .34

Recommendation . . . . . .. . . . . . . . . . . . . . .35

BIBLIOGRAPHY

APPENDICES

Sample Questionnaire

Letter of Communication

Literature Matrix

Curriculum Vitae

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ABSTRACT

Aspiration is an ingredient in achieving something in life. It

makes or unmakes success. Aspirations differ among the youth. Rural

youth aspire for education because through education they can fulfill

their dreams in life. The existence of the out-of-school youths,

however, along the peripheries of educational institutions in

Barangay Ileb, Nambaran prompted this study to explore the

aspirations of these out-of-school youths of the rural barangay. Lack

of self-motivation and personal conviction camouflaged by low socio-

economic condition comprised the reasons of the out-of school youths

for not achieving their aspirations.

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Chapter I

The problem and its Background

Introduction

“Education is the key to success” nobody can deny the hard fact

that education is an extremely important for bringing change in the

lives of individual but not all of us were given a chance to attend a

formal school.

Aspirations play a significant role in life and in the life

outcomes of an Individual. Aspiration is a strong desire to

achieve something, such as success. An out-of-school youth (OSY),

like anybody else in the society, aspires to achieve something in

life, the aspiration being within the reach of one’s consciousness.

However, there are those with aspirations that are not available

within their circumstances. The youth have the strong belief that

they can achieve what they have aspired for because aspiration can

provide for them a strong source of motivation, and the aspirations

they have set have the profound impact on their well-being. Since

aspiration is an important ingredient in achieving something, then a

person will have to achieve to the limit of the aspiration, and

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should this person believe that nothing could be done to achieve it,

then he or she could concede if not assisted.

Aspirations among the youth differ. Their educational aspiration

could either be to finish basic education, take up technical course,

or pursue college education. They also have other personal

aspirations. In the Philippines, the youth aspire to be literate

while out-of-school, help their parents perform chores either in the

household or in the farm, or do extra jobs to earn a living for the

family. Youth living in the countryside make low, simple, and

practical aspirations in life as a result of internal or external

limitations of poverty. When they settle with a certain aspiration,

they also have decided for their future. Their aspirations reflect

their ideas of what they would like to become and their aspirations

are affected by perceived future opportunities.

Aspiration is an ingredient in achieving something in life. It

makes or unmakes success. Aspirations differ among the youth. Rural

youth aspire for education because through education they can fulfill

their dreams in life. The existence of the out-of-school youths,

however, along the peripheries of educational institutions in

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Barangay Nambaran prompted this research explore the aspirations of

these out-of-school youths of the rural barangay.

The OSY of Barangay Nambaran are offered with the opportunity to

get educated just within the place. The barangay has the schools

intended to cater to the education needs of the people therein, from

day care to graduate education. At the heart of the barangay is day

care center. Close to the center is an elementary school. Nearly a

kilometer has many High school. This case research explored the

aspirations of the OSY of Barangay Ileb, Nambaran, Tabuk City,

Kalinga. Findings of the study would add to the body of information

concerning experiences the Out of school Youth.

According to the law, every child has the right to attend a formal

school where he and family are comfortable with. The government

ensure and supports the education of every child that’s why the

Department of education offers free education to all but this is

not really applied by other institution.

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Theoretical Framework

The study was anchored on seven theories: Maslow’s hierarchy of

needs. Maslow’s hierarchy of needs theory which identifies priorities

set by every person, considers human needs in ascending hierarchy

based on importance starting from physiological or basic physical

needs; then security and safety needs; belonging and social needs;

esteem and status needs; and self-actualization and fulfillment

needs. Maslow’s hierarchy of needs in essence reflects the

prioritization of the goals of a person. Thus, the theory presupposes

that an OSY has a goal or aspiration which is basically his/her need

or priority. His/her decision as regards schooling shall be

influenced by the level of priority set for education. For those who

consider education as top priority will always make it to the finish

line amidst varied challenges.

McClelland (1961) in his learned needs theory had categorized the

needs of a person into three which are the following: (a) need for

achievement, (b) need for affiliation, (c) and need for power. These

needs serve as basis for behavior and motivation. Deduced from the

theory, it is from any of these needs that an OSY will take reference

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as motivators in setting and achieving his aspiration or goal in

life.

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Research Paradigm

Input Process Output

Profile of Data The

the gathering different
respondents through the factors and
in their use of face Aspirations
basic to face and of the Out
identifying taking down of School
information notes with Youth.
. the use of
guide
questions.

FEEDBACK

Statement of the Problem

This study aims to assess the aspirations and how education is

important to the Out of School Youth in Barangay Ileb, Nambaran,

Specifically, it sought to answer the following questions:

1. What are the reasons of for not attending formal school?

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2. Are the respondents willing to continue their studies through the

help of ALS, TESDA etc?

3. Challenges encountered by the respondents of being out of School

youth?

Significance of the study

This study would be deemed beneficial to the following:

Youth. Result of the research study will help them increase their

knowledge on the study. The knowledge will enable and explore the

importance of education.

Parents. The study will benefit the parents to be able to know that

they should sense of dedication and love to duty as parents in

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implementation of some strategies for the welfare of their children

through sending them in school despite the hardship of life.

Family. Study help the family who always been the role model of

their children to increase their awareness of their guidance and

secure the future of their children.

Community. this study will provide a community better environment

in the society and to give more concern to each youth and teach

discipline for the better future.

Government. This study will serve basis to provide a project or

program that will enhance the skills and knowledge of youth.

Researches. Result of this study, may serve as reference for future

researchers and may become a basis of possible relates academic work

on understanding the youth in the society.

Future Researcher. Findings of this study may somehow provide

future researchers with information variables they will use in

similar researches.

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Scope and Delimitation

The selection of the participants was basically through the

consultation of the barangay captain of barangay Ileb, Nambaran,

Tabuk City, Kalinga. From the list of OSY that was given by the

barangay secretary, the captain and his secretary pinpoint the most

qualified ten participants for the study. Considering the possibility

that the respondents would be ashamed and consequently inhibit from

face to face interview, the researchers involved the participation of

the Sanggunian Kabataan (SK) Chairman. The SK chairman accompanied

the researchers on the purok where the target respondents are. After

a brief familiarization and getting to know each other, the

researchers interviewed the respondents one by one. The fact that the

respondents interviewed in a distant place from their house, they

were open with the information’s and experiences. They seem to have

expressed anything without inhibition since no single member from

their family hears them during the interview.

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Definition of terms

Youth. Time when one is young, but often means the time between

childhood and adulthood or maturity. It is also defined as the

appearance and freshness characteristic of one who is young.

Peer pressure. Influence that a peer group observes or individual

exerts that encourage others to change their attitudes, values or

behaviours to deviate to group norms.

Aspiration. Strong desire to achieve something high or great

Education. General sense is a form of learning in which the

knowledge, skills, values and beliefs of a group of people.

Poverty. State of being extremely poor. Being humble in quality or

insufficient in amount

Knowledge. Is a familiarity, awareness or understanding of

someone or something, such as facts, information, description or
skills, which is acquired through experience.

Uma. The act in which people are planting vegetables and other as
their way of living.

Whilig. Mountain were people plant vegetables, trees and etc.

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Chapter II

Review of the Related Literature

The following literature mapped out the context of the OSY’s

aspirations and its connectivity with the theoretical perspective of

the study, and from the same literature the themes of the study had

acquire.

Socio-Economic Condition and Aspiration

Out of school youth continues to be a phenomenon in the Philippine

education in spite of the fact that every year the government through

school authorities dovetails efforts to drumbeat the importance of

education in human life. Every school year, reports showed incidences

of dropouts among students especially in rural areas, and these

dropouts who are lacking in saleable skills end up as non-functional

and unproductive manpower in the society.

According to (F. O. Escala, personal communication, March 20,

2016; Leavy & Smith, 2010)The OSY, usually 12-35 years old, are a

neglected group receiving very thin support from the government and

non-government organizations . Although neglected, this group of

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people requires the opportunity for better life (Concepcion, 2012).

McCaul

(as cited in Haas, 1992) described the rural dropouts as having low

self-esteem and lacking with sense of control over their own lives.

Caroline Burns, a trainer of OSY in the Philippines when interviewed

by Concepcion (2012) described the OSYs as “depressed men and women

who are desperately in need of inspiration” (p. 2). This situation

emphasizes that the OSY is vulnerable to the low level of socio-

economic condition (Concepcion, 2012). As could be observed in the

peripheral barangays of the Eastern Samar State University and

anywhere in the countryside, these OSY are always the successors of

the throne of poverty bequeathed to them by their parents or

guardians. They may be interested in finishing formal schooling yet

poverty force them to leave out school (Tafere, 2015). More than

7,000 enrollees dropped from schools due to poverty and distance from

the residence to the school (Buraga, 2008). The OSY possess the

feeling that the school is not for them (McCaul, as cited in Haas,

1992). And while out of school, the rural youth do not just while

away their time, instead they work to earn a living in blue-collar

jobs such as farm labor, construction worker, household help, or stay

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at home to do routine chores and take care of younger siblings

(Fernandez & Abocejo, 2014), because they are not competitive and

have nil employment opportunities (Concepcion, 2012).

According to Fernandez and Abocejo in 2014, quitting from school

before earning a high school diploma makes the disadvantaged young

people unprepared for the world of work and makes them the subject of

high risk of poverty. Some students quit because of problems with a

certain subject, some because of pregnancy, and others because they

must work to support their family. These dropouts revealed that their

parents have little schooling, thus revealing a multi-generational

cycle of disadvantaged people.

According to Teodosio, 2010, poverty erodes the quality of life and

reduces the force of democratic institutions. Access to productive

assets such as land, water, and credit, education, and public health

services is the essence of public service. However, there are

difficulties concerning the provision of these basic services. The

poor which is less organized have more difficulties of access.

In effect, the lack of power of the poor makes them easily ignored,

and as a result they have little say in the decisions that affect

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them particularly in changing their lives for the better stated by

Concepcion in 2012.

Fernandez and Abocejo (2014) discovered that poverty incidence is

strongly associated with the number of working children not attending

school. Poverty commands the children to leave the school early and

force them to become laborers. School-age children are tempted to

work because of short term income opportunities, and they have taken

on the responsibility of augmenting the household income and of

providing the needs of their households. The existence of the OSY in

the community naturally co-exists and goes together with poverty.

What makes the issue worse is the vulnerability of the OSY to further

neglect they added.

According to Gayo in 1990, found the aggregate annual income of

farmers, fishermen, and coconut planters to be lower than that of the

professionals and he impaired that there is correlation between

education and income. People who have obtained higher education have

the capacity to earn more. Gayo (1990) concluded that education is

necessary in order to improve one’s economic status.

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Concepcion (2012) stressed that poor socio-economic conditions

hinder the youth in attaining aspiration being saddled with multi-

lateral pressures such as poverty, child labor which is done in order

to subsist, bad peer pressure and other similar factors which can

paralyze the pursuit of aspiration.

According to Aldaba, Lanzona, and Tamangan’s 2004 study (as cited

in Fernandez & Abocejo, 2014), the cost of education is often the

cause for the school children to leave from school. Even if education

is free in public schools, parents would still have to source out

considerable amount of money for their children’s transportation,

food, uniforms, school supplies, laboratory materials, and sundry

school-related costs.

According to F. O. Escala, personal communication, March 20, 2016;

Leavy & Smith, 2010)Aspirations are not exclusive for younger people

like those with ages 12-35 years old (. The aspiration of Petronio

Del Rosario, fondly called Mang Totoy, is a case of an age-limitless

passion and deep value for education. Despite economic and other

personal limitations, the aged man had aggressively pursued his only

ardent aspiration in life which was none other than to earn a high

school diploma. At age 82 he did not give up from crossing the

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boundaries of time to be able to earn the diploma together with the

functional education. Mang Totoy described aspiration as hope for the

hopeless (Kingking, 2011).

Aspiration and Its Setting

Leavy and Smith (2010) disclosed that aspiration is formed through

the shared responsibility between the individual, society, and

environment. The environment includes socio-cultural factors and the

social bonding among peers. Other factors such as economic,

political, and religious likewise affect the formation of aspiration.

Howley, as cited in Byun et al. (2012) argued that the low

aspirations of the youth may never be affected by low socioeconomic

condition but by close family ties or by available work opportunities

which parallels with the skills availability of the rural workforce.

According to Yuzon, 2009, It is worthwhile to invest in human

capital, or additional education, because an increase in additional

education can increase the earning power of the person. To someone

who is poor and consequently uneducated, this kind of investment will

not be a wise decision. But with the support from a generous donor,

the poor who has potentials can make a difference (Yuzon, 2009). It

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is important that the vision, objectives, and the values of the

generous donor or institution should be compatible with those of the

recipient community. Hence, there must be congruence in purpose

between and among these entities, not to mention the interests of the

stakeholders. This is the essence of corporate philanthropy or

corporate social responsibility (Yuzon, 2009).

Fernandez and Abejo added that education is investment of both the

family and the government to capacitate the human resources. Through

education, the youth learn cognitive skills, competencies, and

knowledge, and can provide output of great economic value upon their

participation in the work place. The earlier the youth quit from

school, the lesser they acquire cognitive abilities, competencies,

and knowledge. The impact of the development of human capital to the

future of the Filipino labor force is often overlooked.

Will (2005) emphasized the necessity of attitude, understanding,

decisiveness and values as factors in attaining something valuable in

life as these factors govern and dictate accomplishment.

Thus, fulfilling an aspiration shall be dependent upon aforesaid

factors. Will (2005) emphasized further that the values a person

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possess such as physical values, social values, or ability to

situate and associate, and psychological values like patience,

honesty and humility are very important factors in attaining a goal

or aspiration. Will (2005) encouraged the parents to let their

children understand the true value of having a positive behaviour and

must properly mold their children so that they will be able to make

the right choices when they grow up. The formation of value as

disclosed by Guilbert (2005) in his study conducted at the School of

Engineering, University of Deusto, Bilbao, Spain is founded on a

philosophy which establishes culture and consequently guides the

ethical, moral, and rational conduct of a person according to human

standards and heritage. Bajema et al. (2002) noted that the level of

aspirations of the youth in the rural society is so vulnerable to its

existing social factors like community culture, population size and

isolation. Pressure toward uniformity may be more prevalent in a

rural setting, especially an agricultural community, than in an urban

society. Bajema et al. (2002) further noted that the aspiration level

of the individual is buoyed by the prevailing group standard, thus

even those who possess the inner drive to achieve just limit their

accomplishment to the level of the group.

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Similarly, Byun et al. (2012) noted that the influence of the

environment on the aspirations of the youth is greater than the

influence brought about by the family, school, and community.

Aspiration Guidance and Inspiration

The National Center for Vocational Education Research (NCVER, 2003)

identified the individuals who are instrumental in shaping the

aspirations and lives of others as the significant others, who may

either be role-incumbent, and person-specific. The role-incumbent,

(i.e., parents and teachers) possess the power and authority over the

youth while the person-specific significant others are chosen by the

youth, such as best friend, or role-model, and their relationship is

strengthened because of the trust and because the role-model is

worthy of emulation.

Gemici, Bednarz, Karmel, and Lim (2014) and NCVER (2003) found that

parents and peers influence aspirations, but it is the parents that

exert critical influence on their sons’ and daughters’ aspiration and

achievement. Students whose parents want them to pursue tertiary

education were 4 times more likely to succeed year 12, and 11 times

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more likely to plan to pursue tertiary education, compared to those

whose parents expect them to choose non-tertiary education course.

Relatedly, students whose friends plan to attend tertiary education

were nearly four times more likely to plan to attend tertiary

education. Others to whom the youth consult and recognize as model

are peers, other adults, and counselors.

Options Toward Achieving Aspiration

The basic education needs of the school-age Filipino population who

are out-of-school and all those who are beyond school age but who

have not been to school or who have dropped out from school are

catered by the Bureau of Alternative Learning System (BALS). It is

through this bureau that the mandate on education for all out-of-

school individuals through alternative learning interventions are

promoted, improved, monitored, and evaluated. Its top priority is to

provide functional literacy for both OSY and adults of the ethnic

group or other vulnerable clients (Kingking, 2011). The non-formal

education programs cater the following services: (a) basic literacy,

(b) livelihood skills development or enhancement of competencies, and

(c) certification and equivalency program implementation. The purpose

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of non-formal education through Technical Education and Skills

Development Authority (TESDA) is to assist its needy clients develop

and enhance literacy and skills acquisition via hands-on exposure

through the offering of courses for 6 to 10 months. Graduates of non-

formal education are expected to be employable and competitive in the

labor arena (Philippines Institute for Development Studies,

2009).Aspirations of the youth as described in the foregoing

literature focused on educational aspirations. This seems to

emphasize that education is the foundation of other aspirations of

human being. Same literature mentioned economic, social, and cultural

factors which defined the decision of the youth to either proceed or

leave the school, such as poverty, distance from the residence to the

school, problem with certain subject, pregnancy, work to support the

family, bad vices and peer pressure, distant parents, poor teaching,

laziness, high cost of transportation and school supplies, emotional

attachment, attitude and values, and role models. There was no

mention however in the literature regarding availability of schools

at the doorsteps of the youth which could have defined their

decisions to either proceed or quit schooling. The place of the study

has schools from day care to graduate studies to cater to the

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educational aspirations of its inhabitants, thus, the exploration

of the topic seem fitting to fill this literature gap. It is

important too that the result of this study be compared with similar

studies in other countries.

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Chapter III

RESEARCH METHODOLOGY

To have an in-depth exploration of the problem, qualitative

research was preferred using guided questions. Researchers’ notes and

observation, analysis of secondary data, theoretical views, and

insights from senior faculty researchers were incorporated whenever

appropriate, to provide a triangulated perspective of the problem and

issues of the study.

Research Design

The researchers used the qualitative approach that involves

asking the community people specifically the out of school youth,

through the use of a personal interview.

Participants/ Respondents

A total of six (6) out of school youth were all taken as from Ileb,

Nambaran, Tabuk City, Kalinga.

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Data Gathering Tool

The interview guide was used in generating information from the

participants through personal interview. Reactions of the respondents

and other important observations from the interview were noted as

inputs during the interview of the respondents.

Data Gathering Procedure

The researchers target area was around Tuguegarao City but when

they identified the possible study area, they didn’t find any

respondents so they decided to choose their own barangay to conduct

the study since they know some people who are out of school youth

which they can be consider as target respondents.

Before the researchers conducted this study, the researchers

wrote a letter addressed to the Mayor of the City and to the CSWDO

and to barangay captain of the barangay Ileb, Nambaran, Tabuk City,

Kalinga. After the approval of such request, the researchers

conducted face to face interview to the respondents. Using the

interview guide as basis, the personal interview was done in Ilocano

and Tulgao dialect. Tulgao, being the native tongue of the out of

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school youth. The use of the native dialect was done to be at

level with the respondents in order build rapport and to enable them

to pick up the questions clearly so that they will not hesitate to

express their answers. The purpose of the interview was made known to

the respondents, including its confidentiality. Conduct of the study

was with due approval by the barangay captain.

Data Analysis

Analysis of data was immediately done after the transcription.

Data were transcribed verbatim but were translated in English to fit

with the need of the readers. Grouping of similar information was a

primary consideration for data analysis. All data were analysed in

conjunction with the setting of the background of information

significant in defining the conclusion and recommendations, and in

conjunction with the themes that provided answers to the research

questions.

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CHAPTER IV

Results, Analysis and Interpretation of Data

The following information preceding the themes comprised the

description about the participants, their parents and their economic

status which are important in defining the conclusion and

recommendations of the study. Themes 1, 2, and 3 provided empathic

1. REASON FOR NOT ATTENDING FORMAL SCHOOL

THEME1: Peer Influence

Respondent 2: “nagsardeng nak eskewela gapu ti barkada. Siyak gamin

nga tao kit nabarkada nak ngai kin nalaka nak maimpluwensyaan.”

(Peers are the reason why I stop my studies since i am easy to get

influence with them.)

Respondent 6: “gapu iti barkada isu nga nagsardeng nak ti skwelak.

Naglaklakwatsa kas kada bisyu ti turung mi nga agbabarkda isu diyay

ti impluwensya na kinyak nga halos hankon intuluy I nagadal pay.”

(The reason why I stop my studies is because of the influence of my

peers. Truancy and vices is our always habit and with that I did not

continue my schooling.)

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Based on the data presented, respondents doesn’t have the

eagerness and willingness to go in school because of the influence of

their peers, one says he has a vice of using illegal drugs that cause

her addiction and eventually stop him to go to school. This reason

has a big impact for them in not attending or sending them to enrol

in school.

THEME2: Lack of motivation

Respondent 4:“had gamin nu uvojah humroh ad isgwilaan humru dagus nan

hachut u ru itolong u ran usgwilaan. Achikun akamu ru tavan, baka

mayid kun lang ustos planu han whijah u, whoon kun paylng naka

planuwah isunga mayidkun paylng motivation u gway manisgwila. Michoka

paylng gway maymaylah as ira gway manrigrigat para lang agwad maipaan

na an chaavi.”

(Every time I will go to school, my laziness always ruins it. I don’t

know why but maybe because I have no plans with my life yet, maybe

because I didn’t planned my goals in going to school.)

Respondent 5:“lengho talaga manisgwila, mayidkun akammu ancha achikun

mawagwatan nan ihurhuru ran mistara tan mahachutah manrebyu. Uray nu

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kasanuk pijoon agawaton achikun latta. Isunga nan herchonah lattan.

Nawhawha pay marmara gway scul isunga nanherchong na lattan”

(I don’t really want to go to school, I didn’t understand the lessons

well because I didn’t read or review my notes. I was very lazy to

scan my note books, I prefer stay at home and browse my phone.)

Two out 6 respondents, stated that laziness was the reason for

quiting from formal school. These reasons were documented in the

response of the participants.

THEME3: Socio- Financial Constraints

Respondent 3: “Ti maysa mitlang nga rason nu apay hanko intuluy ti

nagskwela kit gapu ti rigat ti biyag karu ti kina adu mi agkakabsat

kit natay pay ni papak ket maymaysa lang ni mamak nga agbibiyag

kinyamin.”

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(One of the reasons why I did not continue my studies is because of

the hardship and poverty of life especially that we are eight

siblings only our mother is the one who is looking for money since

our father is gone.)

RO4: “Ni mamak lang ti agtrabtrabaho para kinyami ta natayen mit ni

papak kit ti trabaho ni mamak maysa suna nga agtaltalon ket saan mit

umanay ti maal ala na para kinyami amin. Isunga nagsardengnak ti

skwela ta nakisursurut nak kin mamak nga apan agtaltalon kin Agum-

uma.”

(My mother is the only one who works for us since my father is died.

She is a farmer and her income is not enough for all us that why I

decided to stop my studies and help her in working by farming also.)

Respondent 5: “kin ti rason nu apay nga madik talaga sumrek kit

makitkitak nga ti nagannak ko kit marigatan nga agbiruk ti pagadal da

kinyami nga agkakabsat. Iso nga nagsardengak mitlang”

(The reason why I really don’t like to enroll in school is that I can

see the hardship of my parents in looking money just to send us in

school that’s why I decided to stop.)

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It appears also that some of the responses that low socio-

economic condition has caused the youth to stop from school. It was

the reason in closing their access to the doors of the formal school,

and it brought them to the dawn of uncertain future. The low socio-

economic condition of the family has failed them to achieve their

aspiration. It has stopped them to pursue the kind of education or

training required to become the financial provider of their family. It

likewise failed them to transform into a productive member of the

society.

4. Willingness to continue studying

Theme: Alternative Schooling

Respondent 1: “onja manisgwila ak ja, ngem nu magwisah han ALS man

als nak”

(I have plan to finish High School, but first I will take ALS in

order to proceed in college immediately if I will pass.)

Respondent 2: “pijoh gway humroh han TESDA kasi akamu met nan

electronic servicing baka makaturung ngah pay ancha mama an papa”

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(I want to enroll in TESDA since I have the knowledge on electronic

servicing in order to help my family as I apply my skills.)

Respondent 3:“ ituruy u usgwilah basta suportarah ran han pamilyah”

(I will continue my studies, as long as my parents will support me to

do so)

Respondent 4:“ pijowoh gway ituruy ran usguiwlah. Basta agwad man

suporta an haon”

(I really want to go back in schooling as long as I have the support

of my mother financially.)

Respondent 5: ‘Ituruy u manisgwila, taz man TESDA ak mtlng agwad

metlng nan akammu han automotive servicing”

(To continue basic education and then to TESDA since I have the

knowledge on automotive servicing …with support of my parents.)

Respondent 6: “ Man ALS ak tot man college nak dagus isukapay hay

time gway nasayang”

(To enroll the ALS in order to proceed in college if I will pass.)

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All of the OSY expressed eagerness and courage to fulfil their

educational aspiration by themselves. They were just waiting for

their parents to get them to proceed with their aspirations. In

short, the OSYs of Barangay Ileb, Nambaran lacks personal disposition

and conviction. They failed to make personal resolutions to achieve

what they want to become. They are never hopeless in their desire to

bring positive transformation into their life, as they bring within

themselves the promise to be free from the situation due to low

socio-economic condition, and they initiated a resolve to get out

from the poverty trap and live with their family a life that is more

or less above the food and poverty threshold.

5.Challenges encountered being Out of School Youth

Theme: Stigma of out of school youth

Respondent 2: “ mafainah han ka batch ku tan mangragraduate cha won,

ja anajah ak gway nachay”

(I am ashame of my batch mate because most of them are graduating

this coming june)

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Repondnet 4: “ pijoh gway maging whacnang ihun chay kaaruba vi”

(I am inspired by our neighbor because he is now successful because

of his determination.)

Respondent 5:“mabainak kadagiyay barkadak ta makaturpus dan”

(I am ashamed with my friends because they will finished their

college days)

Despite being a school OSY, they were not discouraged of their

situation, as to them it is not yet the end of their life. They could

still compare themselves with their batch mates and friends and this

means that they too can achieve their goal someday.

`Aside from getting encouragement and inspiration from the role or

aspiration models, the OSY can avail of existing community support in

terms of the educational opportunities being offered by the TESDA and

ALS.

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CHAPTER V

Summary, conclusion and Recommendation

This chapter presents the conclusion and recommendation which

were derived and formulated after interpreting and analyzing the data

that were presented in the previous chapter.

Summary of Findings

Out of School youth possess the kind of education which is

almost similar with their parents who were OSY, too. These OSY

possess both educational and occupational aspiration; the former

would prepare them to get employment or occupation. However, they

lack of self-motivation and personal conviction to pursue their

aspiration. They are tied to passivity or “bahalana” attitude. While

all of them have very high hope that they can achieve their

aspirations with the financial support from their parents, it is

noted outright that due to the low level of socio-economic status of

their family, this expectation of financial support from parents

would not be possible. There must be positive transformation in their

personal values and that of their parents, sufficient enough to

achieve their aspiration.

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Conclusion

This study concludes that OSY or school dropouts in Barangay

Ileb, Nambaran is intergenerational, or much likened to ancestral

inheritance due to lack of self-motivation and personal conviction of

the youth. This personal limitation can paralyze even the rich to

pursue aspiration in life. It stops them to find ways and means to

achieve what they are aspiring for. A tolerable socio-economic

condition is somehow needed to back up the pursuit of aspiration.

With lack of self-motivation and personal conviction coupled with low

socio-economic status, the same cycle of condition in the barangay is

expected to continue to produce and produce number of OSY, unless

such situation is mitigated. Even if there will be schools and

skills-training institutes within the OSY’s doorsteps without a

positive transformation in the OSY personal values coupled with value

resetting and prioritization in the family, the OSY of Barangay will

persist Ileb, Nambaran and these OSY shall always be wrapped with

aspirations that will forever remain to be a confused dream.

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

Recommendation:

Based on the conclusion presented, the recommendations are the

following:

1. A qualitative study may be conducted to explore the Success

Accounts and Stories of OSY amidst low socio-economic condition, to

be able to offer other OSY with flying inspiration.

2. A quantitative study on the same problem that will cover wider

participants coming from the municipality may be conducted and come

up with either synonymous or contrasting points of view with this

research findings, thus be able to establish generalizations about

the problem at hand. The participation of the socio-economic

development stakeholders of the community may be an added focus of

the study.

3. A study in order to implement an intervention from a public or

private agencies, to transform the mind-set of the OSY and the

parents to become a person with high self-motivation and with high

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

strong belief to attain self-help and self-responsibility to achieve

self-abundance.

QUESTIONNAIRE

1. What is your reason for not attending formal school?

2. Are you willing to continue your studies with the help of the

program of DepEd(ALS,TESDA, etc.)

3. Challenges of out of school youth?

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CURRICULUM VITAE

Personal Background

Name:ALEXA MAE A. BARRERA

Age:20

Sex:Female

Birth date:May 04, 1999

Birth place:Bulanao, Tabuk City, Kalinga

Civil Status:Single

Address:Ancheta Street, Bulanao, Tabuk City Kalinga

Religion:Roman Catholic

Citizenship:Filipino

Educational background

Tertiary:Bachelor of Science in Social Work

International School of Asia and the Pacific

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC SOCIAL WORK DEPARTMENT

Alimannao Hills, Peñablanca, Cagayan

2017-Present

Secondary:

Saint William’s Academy

Purok 7, Bulanao, Tabuk City, Kalinga

2014-2015

Elementary

Bulanao Central School

Purok 2, Bulanao, Tabuk, City, Kalinga

2010-2011

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CURRICULUM VITAE

Personal Background

Name:ZYRA KERSTEN N. DALUPING

Age:20

Sex:Female

Birth date:July 25, 1998

Birth place:Nambaran, Tabuk City, Kalinga

Civil Status:Single

Address:Bliss, Nambaran, Tabuk City Kaling

Religion:Anglican

Citizenship:Filipino

Educational background

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Tertiary:Bachelor of Science in Social Work

International School of Asia and the Pacific

Alimannao Hills, Peñablanca, Cagayan

2017-Present

Secondary:

Saint William’s Academy

Purok 7, Bulanao, Tabuk City, Kalinga

2014-2015

Elementary

Nambaran Elementary School

Junction, Nambaran Tabuk, City, Kalinga

2010-2011

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1.What aspirations do the out-of-school youth of Barangay Ileb,

Nambaran, Tabuk City, Kalinga possess and what does aspiration mean

to them?

2. What impact has the socio-economic situation of the family on the

aspiration of the out-of-school youth of Barangay Ileb, Nambaran,

Tabuk City, Kalinga ?

3. What should the community do to help the out-of-school youth

achieve their aspirations?

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