The Advantages of Acquiring NC II in the Perception of the Grade

11 Home Economics Students of Kinect Academy Inc. Year 2018-2019

As a Fulfillment
Presented to the Faculty of the
Kinect Academy Incorporated
Gapan, Nueva Ecija

Presented By:
Jhude Vincent Navarro
Bryan Oliveria
Mary Jane Caba
Decelyn Manuel
Rosemarie Biglang Awa
Kristine Kaye Gamboa
Michael Rariza
Russel Tayao
John Alfred Guinto
Mary Rose Garcia
Angelyn Santos

Ms. Loreza Ballesteros

Teacher

February 2019
 ACKNOWLEDGEMENT

We are sincerely thankful to the people who have supported us

and guided us for the success of this study.
First of all, our Parents for the moral and financial support
they provide for the success of this study.
To our dear Teacher, Ms. Loreza Ballesteros in the long time
she gave us to do our research, with our unobtrusive guide and
support to us for the success of this study. In our Principal, Mr.
Erick Mendoza for her permission to work we have a survey within
our school.
We would also like to thank our school's Academic Coordinator
Ms. Francis May Ignacio for giving permission to conduct a survey
within our school at Kinect Academy Inc.
Above all, God gives us the knowledge, clarity and courage
for the success of this study.

Thank you very much!

 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction
NC II is General Requirements and Procedures in Applying for
Assessment and Certification (National Certificate (NC) /
Certificate of Competency (COC))
Having a TESDA national certificate is highly beneficial. It
gives quality assurance to its graduates in terms of knowledge,
skills, attitudes and values competencies along the middle level
skilled occupations
A National Certificate (NC II) is obtained by a student when
passing an assessment training. Assessment training helps greatly
because the skills of the student depend on the course covered in
NC II. The students in Kinect Academy all of the students that
taking course Home Economics can obtain four National Certificate
in the following subject, first is FNB, FO, Housekeeping, and TPS,
if your taking Tourism and BPP if your taking Baking.
The Researchers want to know their perception in taking Home
Economics course, and how home economics and National Certificate
(NC II) helps the Students after acquiring the Certificate. If
they can easily find a job when they have National Certificate and
what is the advantage of having that.

BACKGROUND OF THE STUDY

According to F.E Foden (1951) The National Certificate, like
Topsy, 'just growed'. It was 'invented' after the first world war
as a tentative substitute for the old 'Science and Art' type of
technical examinations, the inadequacy of which had become very
apparent. No departmental or other committee specifically
suggested such a scheme as resulted, but the Board of Education
had become seriously dissatisfied with the examination system in
existence, especially for part-time technical students. It was
greatly troubled at the prevailing confusion in the courses and
subjects offered in technical colleges and institutes, and in i92o
it initiated discussions with the Institution of Mechanical
Engineers on this topic. A small joint committee was set up by the
Council of the Institution and the Board to examine the
possibilities of organizing coordinated courses of study and a new
system of certification for apprentices and other students in
engineering works. Dr. H. S. Hele-Shaw, Chairman of the Education
Committee of the Council of the Institution, was appointed chairman
of this committee, and he exercised considerable influence over
its subsequent deliberations. The Board seems to have intended at
first to create a system of joint endorsement of locally issued
certificates, but Hele-Shaw carried the day with a more ambitious
proposal for a comprehensive national scheme. 'National'
certificates were to be issued jointly following successful
completion of agreed courses by students in all parts of the
country, though flexible arrangements were to allow for syllabuses
to be F. E. FODEN 39 modelled on the greatly varying needs of the
localities. As to how these syllabuses were drawn up and approved,
more will be said later. The Board accepted these conditions and
embodied them in Circular 1209 of April 1921,3 and in the following
year the first examinations were held. Agreement was also reached
with the Scottish Education Department and the Ministry of
Education in Northern Ireland. At first the Board seems to have
been very anxious for the scheme to expand to other branches of
technology, and during the next few years’ discussions took place
with other professional bodies. In 1922 arrangements were
completed with the Institute of Chemistry 4 and in 1924 the first
examinations in conjunction with the Electrical Engineering
Institution were held.5 Although the Gas Engineers were unwilling
to accept the whole system, agreement was reached with them for
the endorsement of certificates for grouped-course examinations
set by the Institute of Gas Engineers themselves The success of
the scheme in general is illustrated by the returns published in
the Board's annual report for I933. In Mechanical Engineering, 88
schools were operating approved schemes at the Ordinary level, and
3I at the Higher, of which 75 submitted 1,o94 candidates for the
Ordinary and 33 submitted 339 for the Higher examinations. The
Report noted that 55o Ordinary and i65 Higher Certificates were
issued, the proportions of failures being very similar to those of
the present day. Of4I 7 candidates for the Ordinary Certificate in
Electrical Engineering ~83 were successful, while for Chemistry
the figures were 99 and 57. The numbers of candidates for the
latter have remained small in comparison with the other schemes.
The Report of I934 comments favorably on the practice of the
Institution of Mechanical Engineers in allowing certain exemptions
to holders of the Higher National Certificate or Diploma, and also
on the Institution's propaganda for the National Certificate
scheme, s by this time, however, the Board began to have doubts as
to the advisability of any further extension of the scheme to other
industries. 9 Rather reluctantly it sanctioned the creation of a
Certificate scheme for the Institute of Naval Architects in i935,1°
but in the Report for that year it pronounced definitely against
any further extension for the time being, n The four National
Certificate schemes in operation did not constitute a fully
coordinated national system of examinations for part-time
technical students, and in x937 a Departmental Committee was
appointed to investigate and report on the situation, 'with
particular reference to the place and value of examinations as an
element in training for industrial, commercial and professional
activity'. 12 This Committee produced its report, known as the
Atholl Report, the following year. Among its recommendations was
the suggestion that a National Certificate scheme should be
developed for the building industry. 13 It also dealt at some
length with the problem of co-ordination between local
authorities, regional examining bodies and other interested
parties in the whole field of technical examinations, and referred
to the part which the City and Guilds was expected to play in a
national examination system for part-time. The National
Certificate students, a~ The National Certificate had not expanded
to its present proportions, and little was said about the
delimitation of the courses designed to lead on the one hand to
the City and Guilds Technological Certificates and on the other to
the National Certificates. This is a problem which has since
assumed considerable importance and more will be said of it later.

F. E. FODEN
(1951)
STATEMENT OF THE PROBLEM

This study tries to determine the Advantages of Acquiring NC

II in the Perception among the Grade 11 Home Economics Students of
Kinect Academy Inc. Year 2018-2019

The Researcher seek to find answers on the following:

1. What do the students know about the National Certificate?

2. What are the Advantages of Acquiring NC in the Perception of

the students.

3. How does NC II can be as a help in the Students?

HYPHOTHESIS

The following are the null Hyphothesis of this research:

This is the null hypothesis of this research:

 There is no advantage in acquiring NC II in the perception of

Grade 11 Home Economics Students.

SIGNIFICANCE OF THE STUDY

The result of the study will have meant the following:

Students: This study will help the students to work harder to get
the National Certificate (NC II).

Parents: Who are directly concerned with the education of their

children considering school performance.

FACILITATORS: The result of the study may serve as an eye opener

to create and to inspire the students to learn and study about
their Course.
SCOPE AND LIMITATION

This study is limited only to Kinect Academy Inc. during

the academic Year 2018-2019.
Determining the factors affecting the Advantages of
Acquiring NC II in the Perception of the grade 11 Home Economics
Students was the focus of this research. The information needed
will be gathered using the checklist style with an essay
questionnaire. All information and conclusions draw from the
study were obtained only to this particular group of students.

Definition of Terms
 CHAPTER 2
REVIEW OF RELATED LITERATURE
The review of the literature for this study focuses on
education and its role in shaping the future of students in K to
12 Curriculum in response to global competitiveness particularly
in ASEAN Economic Community by 2015. The literature will also
discuss issues about job market, job mismatch, competitiveness and
marketability or employability. At this pace of this changing
society and economy a lot of actions should take place. They have
to face a lot of challenges especially educators who are being
asked to do more with less due to rapidly evolving technologies
and ongoing shifts in global economy and demography. A successful
education system will need to be of paramount importance if a
multicultural society to succeed and prosper in the future.
Education is a gateway to a better job and greater earning
potential. One key to understanding this issue is an appreciation
of the overall landscape education and training.
THE ROLE OF EDUCATION
Connelly. (2013) cited that schools have always played a vital
role in ensuring that students have the skills needed for the job
or career they have chosen. The key function of education is to
fully prepare students for life after schooling preparation for
the world of work is a necessary and vital part of that equation.
As our society and economy continues to evolve, it may be time to
rethink how public education aids students in choosing career and
education pathways. Additionally, due to the present economic and
social changes our government is dealing with, it is imperative
that we think more deeply about the future of those students who
will enter the workforce immediately after high school. How can we
ensure that education is the right one for the times? ― Different
skill sets will be required for the future. The next generation
will need to be entrepreneurial, willing to take risks and be
multicultural.

Lynch (2013)