A tracer study helps researchers identify effective and ineffective components in

educational and vocational programs. The results of tracer studies are quantitative and
the data is easy to analyze. A tracer study in the field of education includes data from
former students of learning institutions or vocational programs. The format of a tracer
study is often a questionnaire. According to the manual for creating tracer studies by
the international cooperative, Helvetas, effective tracer studies are short
questionnaires with clear questions, ask for recommendations and use both
quantitative and qualitative questions. Tracer studies are most effective when the
samples are random and include annual collection of data. Researchers administer
tracer studies to the sample groups between nine to 12 months after graduation from
the measured program.

Tracer studies are common research tools for educational and training programs.
These impact assessment tests help identify the strengths and weaknesses of the
programs they measure. The institutions use the results of tracer studies to improve
education and training programs as well as enhance the learning experiences of future
learners.

Learn more about Diagnostics & Imaging

Sources:
ilo.org
helvetas.org

Graduate tracer studies

0
By TERESITA TANHUECO-TUMAPON on September 9, 2016 Op-Ed Columns
Tweet
Teresita Tanhueco-Tumapon

COMING across some notes I had from a lecture by Herr Ulrich Teichler on global
influences in higher education while at Kassel Universitat, I was drawn to review his other
works. This time, on tracer studies.

Through the initiative of our tutors at Kassel, Institute for Socio-Cultural Studies (ISOS)
Director Prof. Dr. Michael Fremerey and Dr. Siawuch Amini, we, Kassel Universitat alumni in
the Philippines, were fortunate to have Herr Teichler for a one-week in-country training on
tracer studies, sponsored by the Deutscher Akademischer AustauschDienst (DAAD) or
German Academic Exchange Service, an independent organization of German higher
education institutions said to be the worlds largest academic public funding.

Twice as a DAAD fellow, I experienced its generous provision for local and international
airfares, study visits, summer and short term sessions, health and travel insurance, hotel
and food, books/instructional materials. Similarly, while at Kassel U for an earlier fellowship,
the then German Foundation for International Development (DSE) included an allowance
for photocopy since wifi was unavailable in several of the home countries. Each year, DAAD
through its Regional Branch Offices, Information Centres and DAAD professors world-wide
provide information and financial support to over 120,000 students and faculty for
international research and study.http://www.daad.org/about

With such generous sponsorship, we alumni did not have difficulty with budgets to be in
Manila and avail of Herr Teichlers one week training on graduate tracer studies. References
given us included a copy of Herr Harald Schomburgs Guidelines for Tracer Studies, which
I have widely shared with colleagues.

What are graduate tracer studies? These are surveys mostly used by higher education
institutions (HEIs) to follow up on their graduates; find out what they are doing in so far as
the education and training they have received from their alma mater. These surveys are
written, and are usually sent online to a random sample after one to two years of the
alumnis graduation from the institution.

Common topics in tracer studies include questions on study progress, the transition to
work, work entrance, job career, use of learned competencies and current occupation
<www.unam.edu.naUNAM Foundation>, sustaining the quality of service to society as
expressed by their vision, mission and goals.
Since market forces dictate the kind of competencies needed by labor, universities have to
be forward looking to introduce and manage desirable change. Graduate tracer studies are
one reliable tool for universities to determine the quality, the extent of functionality of the
services they deliver to their graduates. They provide a sound basis for intentional
improvement of both content (curricula and related activities) and delivery of their
educational services such as teaching and learning. A universitys best features are its best
advertisement. Properly designed and conducted tracer studies provide information on the
extent to which the institutions vision, mission and goals, the program objectives and
student learning outcomes (SLOs) have been realized.

When and what information should graduate tracer studies yield? They are usually
conducted on a cohort of graduates after a year or two to help find out what has happened
to the graduates after completing their studies, whether or not they are employed, how long
did it take them to land a job, or whether they are still hunting for a job, whether their job is
in line with the knowledge and skills they learned during their studies, how well they are
doing in their job and whether or not they have found a niche in their career. In addition, the
tracer study could inquire what conceptual and technical knowledge learned during
education and training proved most relevant in their respective work settings, what
components in the content and delivery of services are effective and ineffective. Tracer
studies could also draw recommendations from the perspective of the respondents.
<http://www.unam.edu.na/unam-foundation/graduates/>

More tips on graduate tracer studies. Survey questions, Herr Teichler emphasized, should
be short and clear. A manual on tracer studies issued by Helvetas, a Swiss Association for
International Cooperation gives a similar advice. Although the manual refers to vocational
training, nevertheless this advice is worth considering: effective tracer studies (utilize) short
questionnaires with clear questions, ask for recommendations and use both quantitative
and qualitative questions. Tracer studies are most effective when the samples are random
and include annual data collection.

Herr Schomburgs Guidelines on Tracer Studies, given us during our workshop with Herr
Teichler, recommends to include four dimensions in a survey. One, pre-requisites of study
which need to be controlled in order not to falsely attribute certain output to the university.
An example is the pre-university background of the graduate-respondents. A gifted student
may excel, regardless of teachers. Two, resources, basic conditions, responsibilities, etc. of
the university. These refer to important prerequisites for teaching and learning processes,
among which are the spatial conditions of the university, the equipment in libraries and
laboratories, the number of students per academic/teaching staff, scientific reputation of the
teaching staff, (other teaching-learning facilities). Three,processes within the university
teaching and learning methods and activities, student advising, students research
participation, etc. Four, outputs or outcomes competencies, professional success,
relevance to society, etc. Capturing evaluation and recommendations of graduates on
these dimensions borne from a well-formulated methodology and a well-conducted tracer
study provide a good measure of the quality of the graduates university education as well
as educational success. It could indeed be a reliable basis for institutional improvement.

***
Teresita Tanhueco-Tumapon, PhD, one of the Philippines most accomplished educators
and institutional management experts, heldtop academic positions at Xavier University
(Ateneo de Cagayan) before heading chartered institutions. She studied not only in the
topmost universities in the Philippines but also in Germany, Great Britain and Japan. An
internationalization consultant on call, she is copy editor of the Liceo journals, and
professorial lecturer at the Graduate Studies of Liceo de Cagayan University (in Cagayan
de Oro City). Awards include a Lifetime Professional Achievement Award from the
Commission on Higher Education.

The Use of Tracer Studies for Enhancing Relevance and Marketability in Online and
Distance Education Mrs. Claire Millington, Barbados Community College
hgrmill@sunbeach.net Over the last two decades online and distance education has
been greatly developed as a methodology for providing education for those who
formerly may have found further education inaccessible for various reasons. As with
most education processes, it is customary to have students complete an evaluation
of the course or programme. This type of evaluation usually focuses on issues such
as course content, the instructional material provided, the usability of the
technology, and rating the performance of the course facilitators. In this writers
opinion, this form of assessment focuses on the production process of ODL(Online
and Distance Learning), rather than on the product of the learning process, which is
the acquired knowledge and skills of the student. The ODL provider should know the
fortunes of their graduates in order to make a complete assessment of how the
educational process has impacted their graduates. With this type of data, they are
able to make modifications that could enhance their students chances of achieving
success. This paper looks at the tracer study as a means of maintaining curriculum
relevance and of providing targeted benefits to graduates to enhance the
marketability of ODL. Evaluation in ODL ODL is still a developing learning
methodology and therefore concern for quality assurance makes evaluation
critically important . The fact that the student is separated from the tutor means
that the spontaneous communication and feedback possible in a traditional
classroom is not present, and there is the need to monitor whether student-tutor
interaction is really facilitating the learning and teaching process. ODL employs the
use of technology for course delivery. Despite the advantages of computer , its
adoption has not been problem free. ODL practitioners are all familiar with
malfunctioning software, websites that are not user friendly and the untimely
response of technical support staff. Therefore the technology itself becomes another
focus in the evaluation of ODL. Educators need to be constantly assessing the
effectiveness and quality of their online technology. If there are inadequacies which
lead to frustration for students and teachers the quality of the whole exercise is
undermined. Technological changes and innovations, take place at a high cost. The
instalment of equipment and the employment of the technical support staff call for
the investment of funds which do not arise with traditional classroom education.
The expenses have to be borne by the institution and are usually passed on to the
student through fees. The financial outlay associated with ODL dictates the
continual need for scrutiny of expenditure. Systematic evaluation is key in
determining the efficiency of the technological systems that facilitate teaching and
learning. There is ongoing debate about best practice for course evaluation,
researchers differ on the kinds of questions asked, the weighing and measurement
of student responses, and how the information gathered is uiltised or whether
indeed it is being used to improve the educational process. Scanlan (2003) notes
that despite the plethora of guidelines issued for evaluation and quality assurance
in education, including for distance education, none provide the actual
measurement tools needed to conduct quality assessment. Indeed, in its
preliminary review of distance learning, the Institute for Higher Education Policy
(1998) emphasized the need for reliable and valid performance measurements.
ODL as a product/service The ODL student, is often classified as a non-traditional
student. Easton(2003, 88) cites the characteristics of the non-traditional student:
one who is older and more mature, voluntarily seeking higher education, possessing
the motivation and self-discipline to undertake study. The choice to study by ODL
indicates that family or employment commitments do not permit participation in the
traditional classroom based education; yet the desire for education remains. The
sacrifices that have to be made dictate that the ODL student is likely to be anxious
to see a return on the sacrifices made in time and in fees. 2 Potential ODL students
are not a captive market. Most traditional institutes and colleges can at least rely on
a student intake derived from the geographical location in which they are
approximated . Proximity and subsidized fees through state sponsorship often make
nearby institutions the first option for students. For those who cannot physically
attend, the market is much wider. With the internet students can access education
from anywhere on the planet. This writer is familiar with two Barbadians who
obtained postgraduate degrees from Australian universities online. The prospective
distance education student can therefore shop around in a global market for the
type of programme they wish to pursue which are congruent with their professional
and personal goals. The global market for ODL has grown extensively in the last
decade. Many universities and colleges have increased their student intake by
offering programmes by distance. They have therefore increased their revenue base
with no necessity to create more physical space and employ more academic staff.
With the large number of institutions participating in ODL it has become a highly
competitive market for providers. ODL education has taken on the characteristics of
a service industry , with students becoming the customers for the education
product. The need for customer satisfaction therefore increases the necessity to
have students evaluate the product. However, as discussed above, evaluation
usually focuses on the production process, i.e. the course delivery or the inputs,
course materials, resources and tutor performance. Student responses on these
matters can gauge the level of satisfaction with the course itself and institutional
planners can implement improvements where dissatisfaction has been expressed.
However, this form of evaluation does not measure the outputs and outcomes of
education. Schomburg(2003, p.25) identifies the outputs as attributes such as
knowledge and skills , and outcomes as transition to employment, work experience
and service to society. He suggests the use of the tracer study by institutions as a
method for knowing the destiny of their graduates and the relationship between
their study and their professional reward. (Ibid, p.29) The information to be
acquired focuses on the experience of gaining employment and career
advancement, and used to make whatever adaptations may be necessary to
improve the marketability of the qualifications and as a marketing tool for the
institutions ODL programmes. The Tracer Study The ILO Thesaurus 2005 defines a
tracer study as an impact assessment tool where the impact on target groups is
traced back to specific elements of a project or programme so that effective and
ineffective project components may be identified. In educational research the
tracer study is sometimes referred to as a graduate or alumni survey since its target
group is former students. Schomburg(2003, p.36) notes that graduate surveys are
popular for analysis of the relationship between higher education and work. They
provide quantitative-structural data on employment and career, the character of
work and related competencies, and information on the professional orientation and
experiences of their graduates. Although the usual end of the course evaluation can
ask for the student to assess whether they have gained the knowledge and skills
necessary for fulfilling their personal objectives, there is really little proof of this
until the student has completed the entire course of study and has entered the
workforce. By surveying a cohort of graduates from: a specific institution;
profession; discipline; graduation date; level of education; or a combination of these
for comparative analysis, Schomburg presents examples of issues which can be
addressed in tracer studies. Biographical data on Where are our graduates now
may supply information on income, job title, nature of employment , and years of
employment. He also believes that surveys should also include information about
the kind of work task the relationship between study and work, and professional
values and job satisfaction. The information gained from survey items can be used
by the graduates alma mater and indeed other education stakeholders for
curriculum development and reform. They may also answer questions such as :
What are the retrospective views of graduates on higher education based on their
career experiences? To what extend do graduates consider their education and
training as a wastage or an opportunity? 3 How are the outcomes of curricula
aiming to create new types of learning and qualifications to prepare for newly
emerging types of occupation and work task? How broad or narrow is knowledge
fostered in individual degree programmes in comparison to occupational tasks or
major occupations?(Schomburg, p. 38) Tracer studies have been conducted by
educational institutions for decades. Harald Schomburg and his colleagues at the
Centre for Higher Education and Work, University of Kassel, Germany, have done
considerable research on conducting tracer surveys, constructing effective tracer
study questionnaires and their statistical analysis. They have conducted survey
projects such as the CHEERS ( Career after Higher Education-a European Research
Study) which investigated the links between higher education and graduate
employment in Europe. They have done similar research in Africa, Asia and Latin
America. A tracer study was conducted on of the graduates of the University of
Malawi who graduated between 1987 and 1995. This tracer study was part of a
comparative study on higher education in Africa, sponsored by the Association of
African Universities(AAU) , using ten other similar universities in Nigeria, Malawi,
Ghana, Kenya, Uganda, and Tanzania. The main objectives of the tracer study were
to: investigate the transition process from higher education to: shed light on the
course of employment and work over a five year period after graduation; analyse
the relationships between higher education and work in a broad perspective which
includes the fulfilment of personal goals such as job satisfaction and objective
measurement like job position, income, job security and the type of work; find out
what factors are important for professional success of graduates taking into account
personal factors like gender, work motivation, acquired qualifications during course
of study and labour market conditions; evaluate on the basis of the experience and
views of graduates, central aspects of the University, including resources, facilities
and curriculum and get feedback for their improvement; and identify key aspects of
the continuing professional education of graduates, and themes and kinds of
courses, including extent, cost, location, reasons for participation, proposals for
University courses. (Zembere and Chinyama ,1996) The findings from this University
of Malawi study indicate that graduates were satisfied with teaching quality, course
content and the knowledge gained. However less than 50% of the respondents gave
good ratings for resources and facilities. It was interesting that they saw knowledge
of English, communication skills, a sense of responsibility , self confidence,
reliability, problem solving ability, initiative, willingness to learn leadership qualities
and ability to learn are important to professional life irrespective of the discipline
studied. (Ibid) Another tracer study for the AAU research project on Higher
Education and Work in Africa was conducted in Nigeria entitled Higher Education
and the Demands of Manpower Development in the Nigerian Manufacturing Sector:
an Empirical Study of Enugu and Anambra States. The findings for this project were
similar to those for Malawi in terms of student satisfaction about the utilization of
knowledge and dissatisfaction about resources. The research was used to make
recommendations such as the need for: Mutual and comprehensive capacity
building in both our industries and higher education profiles especially in the areas
of general infrastructures, linking theories to practical skilling and computer
technology as a means of achieving the desired comprehensive capacity building in
both our industries and higher education profiles. Improved funding of higher
education institutions in order to enhance their overall capacity for the provision of
vital equipment, study facilities and off study infrastructure, thereby strengthening
their study provisions and conditions profile. Curriculum planning and
development in higher education to be more broad based and trans-disciplinary
than hitherto. Greater emphasis placed on multiple and practical skills acquisition or
practice oriented study and the revision study curriculum at least every two years to
keep abreast of technological and socio-cultural changes. 4 Lecturers, particularly
those of the engineering and related fields to take short term "sabbatical" leaves to
work in industries for cross-fertilization of ideas and practical skills between high
education and industries, thereby reinforcing the desired collaboration between the
two. (Ugwuonah & Omeje, 1998) The Nigerian and Malawian studies discussed
above are examples of surveys for traditional education classroom based
institutions and programmes. Tracers studies are not confined to graduates of
specific national institutions . Surveys have been done by international
organizations and lending agencies and the graduates of scholarship programmes.
The use of tracer studies for ODL institutions is not as common. The Staff Training
and Research Institute of Distance Education (STRIDE) at the Indira Gandhi National
Open University (IGNOU) has conducted research on distance education and the job
market in India and done tracer studies of their graduates in specific programmes.
In Nigeria a tracer study was done for the Nigerian Teachers Institute(NTI) which
launched its Nigeria Certificate in Education by ODL in 1990 in response to urgent
need to train more teachers. The findings of the study were that the performance of
ODL graduates was as effective in the classroom as that of their peers who had
studied in the traditional way. Their classroom teaching, lesson preparation,
motivation of students, record keeping and communication in English was good. The
students themselves rated the instructional materials provided quite highly.
However the study revealed some dissatisfaction about the use of audio visual
material. It was also thought that teachers needed to be better trained in the
techniques of ODL . The Institute itself had improved its management and
monitoring systems and efforts had been made to address these inadequacies.
(Umar,2006) Tracer Studies and ODL Marketability Earlier in this paper it was
suggested that the findings of tracers studies could be used to reform ODL
programmes. As seen in the African studies graduate dissatisfaction with resources,
technology and the need to enhance teacher competence in audio-visual
technology points to where institutional investment and reform could be targeted.
The Malawi study revealed the importance of interpersonal skills and proficiency in
English. This information could be used by curriculum planners for the incorporation
of these skills into training and course content. The Nigerian study indicated a need
for greater linkages with the industrial sector to make programmes more relevant to
the manufacturing industry, especially for engineering. Most importantly, the fact
that tracer studies can show that the quality of ODL graduates is comparable (as
with the NTI) with those of traditional education suggests that they should be an
integral tool for evaluating ODL. Some speculation about the quality of education
delivered by ODL remains. Research that shows that ODL learners can perform
competently in the job market and are not being given an inferior education can
convince those who remain sceptical. Where shortcomings are revealed, the
findings can be used to correct deficiencies. Boettcher(2006, p. 105) suggests that
trends in distance education will be on updating knowledge and skills, building
perspectives, contextual problem solving, networking and a shift to competency
based outcomes. Planning to incorporate these new emphases will need the input
of graduates who have entered the job market and are able to assess the
relationships between their education and professional competencies. This approach
may be criticized by those who object to education being subverted to the human
resource needs of employers and industry, and to the concept of education being a
product marketed to customers. Professor Reich, former Secretary for labour in
the Clinton administration warned about the marketisation of education. He stated
that "Higher education in the United States is coming to resemble any other kind of
personal service industryProducts, higher education products, are sold on the
market, there is a kind of marketisation that has set inUniversities were
competing for students and there was a greater and greater emphasis on vocational
and pre-career courses in accounting, law, economics, finance, engineering, applied
sciences. (Reich, 2004) He felt that this was not in the interest of the society which
needed a broader base of skills. However in free societies prospective students will
choose disciples which suit their personal interests and objectives. According to
Burnside(2001), there is a deep need among 5 workers to ensure that they have
the means for a successful career path. To attain this, they first need skills that
bring success in their current jobs, that are portable to their next jobs, and that
increase market value . . . they need legitimation [sic] that degrees such as MBAs
can bring but delivered in a way that fits into their daily lives. Tracers studies of
ODL graduates can provide the information needed to reform educational
programmes to bring about the fit between the requirements of the employment
world and study. Surveys do have their disadvantages: it is sometimes difficult to
locate graduates and have them complete questionnaires. Schomburg warns that
the graduate might not always be able to identify the relationship between the
knowledge acquired during study and their professional lives and that research
findings are valuable inasmuch as planners can turn the findings into concrete
reforms. However, this paper suggests that the tracer study can be a marketing as
well as an evaluation tool. The success of graduates can be advertised, as a
marketing strategy to recruit new students. ODL providers can use the information
gathered to adapt their courses to the demands of the labour market and modify
programmes to attract the ever expanding market of prospective students looking
for personal and professional advancement through ODL. SOURCES Boettcher, J. V.
(2006) 21st century teaching and learning patterns: What will we see? Syllabus
Press .June 2006
http://www.designingforlearning.info/services/writing/21century.htm Burnside Robert
M.(2001) E-learning Who Has the Goods? The Technology Source, July/August
2001. http://ts.mivu.org/default.asp?show=article&id=1034. Easton, S. S. (2003).
Clarifying the instructors role in online distance learning Communication
Education, 52(2), 87-105. Reich Robert. Higher Education Market Warning The
annual Higher Education Policy Institute lecture, UK 2004
http://news.bbc.co.uk/1/hi/education/3564531.stm Scanlan, C.L. (2003, Fall)
Reliability and validity of a student scale for assessing the quality of Internet-based
distance learning Online Journal of Distance Learning Administration,
http://www.westga.edu/~distance/ojdla/fall63/scanlan63.html Schomburg,
Harald(2003) Handbook for Graduate Tracer Studies: Centre for Research on Higher
Education and Work, University of Kassel, Germany
http://www.qtafi.de/handbook_v2.pdf Ugwuonah G.E. & Omeje K.C.(1998) Final
Report of Tracer Study Research Project on Higher Education and Work. Institute for
Development Studies, University of Nigeria, Enugu Campus.
http://www.aau.org/studyprogram/notpub/ugowomeje.pdf Umar
Abdurrahman.Quality(2006) Assurance Procedures in Teacher Education: The case
of the National Teachers Institute, Kaduna, Nigeria. in Perspectives on Distance
Education:Toward a Culture of Quality eds. Badir K. Koul & Asha Kanwar.
Commonwealth of Learning.
http://www.col.org/colweb/webdav/site/myjahiasite/shared/docs/PS-QA_chapter5.pdf
Zembere S.N. and Chinyama N.P.M (1996) The University of Malawi Graduate
Tracer Study. University of Malawi. Blantyre.
http://www.aau.org/studyprogram/notpub/ZEMBERE.pdf.

Significance of the Study

An institution like CPU professes Exemplary Christian Education for Life as its

Mission Statement which aims to offer quality education programs to its

constituents. It istherefore relevant for the college to determine whether it has
helped the graduates become productive members of
the society. In any instance, the College has investigated the factorsthat
significantly affect

graduates employability given todays conditions.

This investigation is crucial to the growth of an institution because if there is

noconduct of an evaluation of outcomes of the educational process there will be no
benchmark unto which the basis of future developments can be based upon. S
chools alumni are the best

proof of its capability to effectively educate.This need for a tracer study for
the College of Computer Studies is seen to be a longoverdue endeavor that
needs to be ventured upon. Since its conception it had produced 240graduates to
date.

CHAPTER IIREVIEW OF RELATED LITERATURE

Recognizing the importance of evaluating the status of an educational institutions

alumni is crucial to its growth if not to its existence. This need is recognized by
governmentagencies that govern the quality of instruction in Higher Education
Institutions

(HEIs) like

Central Philippine University. The Commission on Higher Education (CHED)

is conducting

a comprehensive study that requires all HEIs to do individual g

raduate tracer studies on their respective alumni. The result of the research will
become a tool in pursuant to the envisionedupgrading of the educational system in
the country.A move to outcome-based evaluation from an evaluation system based
more oninputs represents a shift from the quantitative to the qualitative. The
process is moresearching, because the account must be reflective, and provide a
justification of why thingsare done in a way that it has been chosen. Effectiveness of
process has to be demonstrated,in relation to intended outcomes. Factual data is
still required, but to support a case that adepartment is performing
effectively, rather than as an end in itself. The approach is
less prescriptive, for example a department must decide whether a particular set of
data isrelevant to a demonstration of effectiveness, rather than providing it simply
because it has been required (CHED IQUAME Primer, 2006)Another government
agency that pursued graduate tracer studies is the TechnicalEducation and
Skills Development Authority (TESDA). TESDA has embarked to undertakevarious
studies and researches on Technical Vocational Education and Training
(TVET) programs and related TVET developments with the end view of coming up wi
th evidence-

based policy recommendations to be used by the management. One of which is the

Expanded Tracer Study of SY 2000-2001 Post-Secondary Graduates conducted at
the latter part of 2002.This study was undertaken to ascertain the effectiveness of
TVET programs of allTVET institutions as manifested by the employability of its
graduates. The result of thisstudies served as benchmark in determining
performance in the provision of middle-levelskills development services of the
different TVET players of the regions. It is envisioned to provide signals on the kind
of jobs TVET graduates go into; their income levels; the length of job search before
landing their first job; and the certification, among others. Sub-module of the study
was the evaluation of the PESFA graduates during the same period.This undertaking
was done as part of the regular Monitoring and Evaluation of Training Performance
(METP) System spearheaded by the Planning Office of TESDA. The previous conduct
of the graduate tracer study was undertaken in 2000 (TESDA), 2000).A study by S.N
Zembere and M.P.M. Chinyama of the University of Malawi,discusses the results of
the tracer study of the graduates of the University of Malawi whograduated
between 1987 and 1995. The main objective of the tracer study was to examine
thechanges in the career pattern of the graduates in order to provide a basis of
evaluation of thecurrent programs of the University of Malawi. The significance of
the study is to provide acontinuation of the process of evaluation of the
performance of the college as well as thegraduates of the college.Another study,
Tracer Study of Science and Technology graduates of 2000 and 2001conducted
by Management Information System Unit of Science and Technology PolicyResearch
Division of the National Science Foundation Of Sri Lanka, the results of the study

shows the trend of the employment status of the graduate by gender, employed
andunemployed rates, sector employment, achievements, waiting time for the
graduates for their first paid employment, waiting time for the graduates
employment according to gender, viewof the graduates for the effectiveness of the
degree course, view of the graduates on therelevance of degree course to current
employment, reasons for being engaged in fields notrelated to degree course, self
employed graduates, obstacles faced by graduates when findingemployment. The
results of the study will also provide evaluation on how more will thecollege will
provide updates on the degree course, so as to provide the basic requirements
of the industry for employment.With the increase in the number of College
graduates in the population, increasingalso the rate of unemployment in the
country, employment opportunities for graduates have become very
competitive, Routine Alumni Tracer Study conducted by Maldives College of Higher
education hopes to assess the employment status of their graduates, assess the
impactof graduates training on job appointment and assess how graduates perceive
their college inrelation to their academic and professional developments. Same
objectives also this aims toachieve for their graduates.Career Outcomes of
Graduates 2004, a study by Manwel Debono, Albert Debono
and Noel Caruana focuses on the employability of the graduates. The study present
ed in thisdocument provides a useful and essential tool when it comes to policy
design anddevelopment in both the spheres of education and employment; two
sectors that are weldedand complementary. A close analysis of the findings leads
one to conclude that the role of

career guidance is a crucial and vital aspect of any persons career path. Career
guidance

creates the possibility for a person to identify capacities, competences and interests
that will

lead to making appropriate educational, training and occupational decisions. Same

concern of this study is to determine the trainings and advance studies attended by
the graduates after finishing college. The college might as well provide career
guidance that can providesignificant support to individuals during their transition
between levels of sector of educationand trainings.On higher education institutions,
a website posted by Far Eastern University becomesa tool in tracing the
whereabouts of their alumni. On the same note, the college of Computer Studies,
gears itself through the help of the University Research Center (URC) in the
conductof this study.

CHAPTER 111METHODOLOGY

Research Design

The study will utilize a descriptive-relational research design with the aid of a

oneshot survey

The tracing process of the most recent graduates

The target group for the tracer study includes graduates of the year 2001 to 2005
of Central Philippine University. The respondents will comprise all the 240 graduates
of theCollege which is included in the above mentioned range of years.The
identification of the graduate was primarily based on a list of graduates provided

by the Registrars Office on all graduates of that period. Through this list names,
addresses,

emails and telephone numbers of most of the graduates were available from the
date of enrolment.. However, it appeared necessary to follow up on contact
addresses of all studentsin order to update their address details due to the
possibility of movements since manystudents now have graduated and changed
their contact addresses.First, all students will be contacted by telephone. This
personal contact is expected toget many positive responses as well as encourage
the graduates to participate in the studyand, moreover, to identify the remaining
group of students. Second, personal network (wordof mouth) and use of key
resource persons from each group were used to enquire currentaddresses on those
students who could not be traced through the previous method.Thirdly, a surveys
will be mailed via the post office to graduates once their addressesare correctly
identifies. Fourthly, an online registration system will be developed such that

Browse: Home / Events and Activities, Seminars & Lectures / Support the Philippine
Graduate Tracer Study, www.knowledgecommunity.ph

Support the Philippine Graduate Tracer Study, www.knowledgecommunity.ph

By admin on September 27, 2012

in coordination with:

toll

www.knowledgecommunity.ph

The Commission on Higher Education (CHED) in cooperation with the De La Salle

University-College of Education, a Philippine Higher Education Research Network
Center, is currently conducting the Philippine Graduate Tracer Study nationwide.

The study aims to provide information on the employability of graduates and to

assess the relevance of higher education programs vis--vis the needs of
employers. CHED will use the results of the study to monitor quality of programs,
prioritize courses for government scholarships, and policy development.

A major component of the study is an online survey which will be open until October
31.

You can contribute to the success of this study.

Encourage your alumni and employees to check out the survey in

www.knowledgecommunity.ph

Target respondents

The target respondents are all tertiary-level graduates (Bachelors, Masters and
Doctoral degrees) from Batch 2006 to 2010 of 837 colleges and universities. The list
of participating higher education institutions can be found in
www.knowledgecommunity.ph

Duration

July to October 2012

Facebook link:

www.facebook.com/PhilippineGraduateTracerStudy20062010

Contact persons:

Mr. Benjamin Vergel de Dios

Ms. Cecilia Ubarra

Project Coordinators

Email: chedgts@gmail.com

EDUCATION

COMMISSION ON HIGHER
EDUCATION GRADUATE TRACER
PROGRAM SEEKS TO ADDRESS JOB
MISMATCH
SEPTEMBER 10, 2012 RENCE CHAN 4 COMMENTS

Angelo King Hotel , International Conference Center ,DLSU- College

of Saint Benile, , Arellano Street corner Estrada Street , Malate ,
Manila Philippines

Commission on Higher Education (CHED) has been closely working with industry
stakeholders like Department of Labor and Employment (DOLE ), TESDA to address the
job mismatch.

Industry representatives are being involved in the development of curricula and standards, on-
the-job-training programs, apprenticeships, faculty immersion, assessment-based talent
development and other activities.

In order to address the growing job mismatch in the country, CHED, in collaboration with the De
La Salle University- College of Education, Knowledge Community will conduct a national
Graduate Tracer Study (GTS) to determine the employ-ability of graduates based on their
respective disciplines.

Through the study, CHED hopes to assess the issues concerning employ-ability and the
relevance of higher education programs vis-a-vis expectations of the employers. It will use the
results of the study to monitor the quality of programs offered in the Higher Education
Institutions (HEIs).

This vital information can provide incentives to institutions; prioritize or de-prioritize courses;
determine the basis for allocating scholarships; and investigate whether 21st century skills are
properly and adequately taught to college students. The industry is supported by Personnel
Management Association of the Philippines, Industrial Technology Association of the
Philippines, Business Processing Association of the Philippines

The commissioned study will be conducted via an online survey that will run until October 31,
2012. Some 58,000 tertiary-level graduates (from batch 2006-2010) from 837 HEIs all over the
country (including state universities and colleges, locally funded universities and colleges, and
private universities and colleges) are being targeted for the study.

Respondents must be graduates of either bachelors, masters or doctoral degrees in the

CHED-identified disciplines which are namely: Agriculture, Forestry and Fisheries; Architecture
and Town Planning; Business Administration; Related Education Science and Teacher Training;
Engineering and Technology; Fine and Applied Arts; General; Home Economics; Humanities; IT-
Related Disciplines; Law and Jurisprudence; Maritime; Mass Communication and
Documentation; Mathematics; Medical and Allied; Natural Science; Religion and Theology
Service Trades; Social and Behavioral Sciences; and Trade, Craft and Industrial degree
programs.

The 10- 15 minute survey will have questions on the knowledge and competency traits
that respondents are using in their current job; the quality of their undergraduate
education; and how their degree has helped them apply their skills and competencies to
their current job, among others. Aside from answering the survey , participants can also
win exciting prizes !

Commission on Higher Education : www.ched.gov.ph/

Dela Salle College of Saint Benile : http://www.dls-csb.edu.ph/
Knowledge Community : http://knowledgecommunity.ph/
Philippine Graduate Tracer
Study :http://www.facebook.com/PhilippineGraduateTracerStudy2006201