THE IMPLICATIONS OF EDUCATIONAL ATTAINMENT TO THE UNEMPLOYMENT RATE

THROUGH PERIOD OF TIME IN THE PHILIPPINES

In partial fulfillment for the course:

Rapera, Angelica G.

Recato, Stephanie

Reyes, Lloyd Rhenel

Sacil,Jem Carla M.

January, 2020
 TABLE OF CONTENTS

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

Table of contents.........................................................................................ii

The problem and its backround....................................................................1-6

 Introduction.........................................................................................1
 Background of the study........................................................................2
 Conceptual Framework..........................................................................3
 Scope and Limitation.............................................................................4
 Significance of the study........................................................................5
 Definition of Terms................................................................................6
Review of Related Literature and Studies.....................................................7-18

Presentaion, Analysis and Presentation of Data...........................................19-25

Summary, Conclusion and Recommendation.................................................26-29

 Summary and Findings...........................................................................26-27

 Conclusion............................................................................................28
 Recommendation...................................................................................29
References...................................................................................................30-32
 THE PROBLEM AND ITS BACKGROUND

Introduction

Through ages, Filipinos, were able to learn reading and writing at home, taught by
parents as they grow old. After that, the learning process continued as they were entered
through the schooling process, the notably K - 12 process. Through this kind of schooling in
the Philippines, the basic learning would now be enhanced and advanced learning would
now be taught to students.

Education became everyone's hope to have a better life. People think that with
education, people would be lifted by the deadly grasp of poverty. Poverty, on the other
hand, was also a main factor to most Filipinos to thrive hard and survive everyday living.
That was the reason why all Filipino parents pushed their children to enroll and be educated
at institutions and to graduate with degrees.

Oftentimes, parents believed that with proper education would gradually had higher
possibility of quality life in the future. Evidently, it was true. With that being said, parents
would rather choose to spend their money on notable and prestigious schools to let their
children be educated with a quality learning environment.

Though, sometimes, the quality of education that we thought would be the basis of
everything would something had depending results. A lot of people was not able to graduate
with degree yet they were seen and notable in an industry they were into. Also, notable
people nowadays were also made into the lime light not just because of where they came
from but how much the things they were able to accomplish. Further than that, just after an
individual graduated from a course that they were able to take in their undergraduate days,
the chances of getting employed was higher rather than those who did not attend college.

The rate of unemployment in the Philippines was really dependent since most of
Filipinos tend to work not in their localities but mostly spend their time working in other
countries. The real question would be how the educational attainment of an individual would
affect the rate of unemployment.

1
Background of the Study

The educational attainment became somehow a factor that affecting the inclinations
of the unemployment rate. The problem started to make a major impact in our economy
today. Since there are people who are now bystanders and unemployed, the researchers
were given an idea about the crisis that started to rise in the economy. It was a major
problem that may lead to gradual increase of poverty.

The study would focus more on the possible implications of educational attainment
inclined to the increase or decrease of rate of unemployment through period of time, in
specifically the Philippines.

2
Conceptual Framework

This research study will be tackling about the implications of educational attainment
to the rate of unemployment through period of time. It is shown that the educational
attainment as the dependent variable and the rate of unemployment as the independent
variable.

3
Scope and Limitations

The researchers conducted this study to determine the implications of educational

attainment to the rate of unemployment through period of time in the Philippines. The
researchers adapted a variety of researches. The researchers make use of what other
researchers obtained from their own researches.

This study would cover the analysis of unemployment rate through period of time.
This study would focus in the statistical data present in the era of the Philippines.

4
Significance of the Study

The researchers conducted this entire study about the implications of educational
attainment to the rate of unemployment.

This research study is ought to be beneficial to the following:

For the students, for them to know how education affect their future as an individual
or even as a citizen of the country.

For the Parents, for them to guide their children properly in accordance to these
events happening and provide guidance as their children make their own path into adult life.

For the Community, so that they would be aware of the rates and what was really
happening in our society. In which they would be able to come up with a possible solution
for the problem arising.

For the Future Researchers, for them to be provided by useful information for their
research purposes.

5
Definition of Terms

Education is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits.

Unemployment is defined by the Bureau of Labor Statistics as people who do not have a

job, have actively looked for work in the past four weeks, and are currently available for
work.
Employment is an agreement between an employer and an employee that the employee
will provide certain services on a job. 

Job is the regular work that a person does to earn money.

Poverty is a state or condition in which a person or community lacks the financial resources
and essentials for a minimum standard of living.

6
 REVIEW OF RELATED LITERATURE AND STUDIES

Unemployment in the Philippines.

With the increasing complexity and industrialization of society, work for many people
has become more and more simply a means toward the end of earning a living (Morse, N.,
& Weiss, R. (1955). Especially in a place where extreme poverty exists, the Philippines, the
only door to a way out is to be employed and earn for the living. But to be able to work is
another story as unemployment continues foster throughout the years. Thousands of new
graduates every year find it hard to land a job while some who have already graduated
years ago are still looking for one (PinoyMoneyTalk.com). Even so, the government had the
grasp eventually as the Figure 1 shows how unemployment rate reach its peak with 14.40%
during 1991, and its abyss with 4.50% recently this 2019, showing a progress. In
comparison with our Asia-Pacific neighbors, Malaysia has 3.4 percent during March 2019,
5.34 percent in Indonesia during August 2018, 1 percent in Thailand during April 2019, and
2.1 percent in Singapore during September 2018. In South Korea, it was 4.4 percent during
January 2019, Taiwan, 3.73 percent during April 2019, China, 3.83 percent during June
2018 and Vietnam, 3.10 percent during January 2019 (pinoy-ofw.com, 2019).
The Philippines may have the highest unemployment rate in Southeast Asia, but its
employment data is still better compared to the percentages of African and even most
European countries (PinoyMoneyTalk.com)

Figure 1

7
 Unemployment, as defined by the International Labor Organization, refers to the
scenario when citizens are out of jobs but have been actively looking for work during the
past month. It is one of the major indicators of an economy’s health status as it measures
productivity, as well as the effects of economic events such as recession (Connolly, 2013).
Unemployment also affects many aspects of the economy, so knowing the root cause of
unemployment will help the country's government to act quickly in response to fluctuations
in unemployment may be able to blunt the effects of an economic downturn or maximize
the positives of an improving economy (paperap.com, 2019). Though it cannot only
downplay economic costs, but also the non-economic costs such as adverse effect on
health, strained family relations, rise in cases of alcohol and substance abuse, higher suicide
and crime rates, and negative impact on human capital will befall (Mapa and De Jesus,
2016). On the other hand, according to pinoy-ofw.com (2019), the causes or factors that
can affect to a growth for unemployment rate are:

a. Job – skill mismatch among Filipino graduates

The country’s education system continues to produce college
graduates whose skills don’t necessarily fit with what is in demand in the job
market. When Filipino nurses were in demand abroad in the earlier part of the
new millennium, more schools have mushroomed to accommodate growing
demand for nursing education. This effectively left out other medical fields
such as respiratory therapists, cardio technicians and CT-scan operators that
are also in demand abroad.
As a result, many nursing graduates fail to land their dream jobs soon
as demand for such skills began to dry up.
University of the Philippines College of Nursing Dean Dr. Josefina
Tuazon explained that due to the numerous nursing graduates this year at
67,728, hospitals have to get volunteer nurses — a lot better because they
are not paid — to accommodate the fresh graduates.
b. Lack of quality graduates
Just because universities in the Philippines produce thousands of
graduates each year means they are ready to take on available jobs. While
it’s understandable that they have minimal experience, many of such
graduates don’t qualify on basic requirements posted job vacancies. According

8
 to the Professional Regulations Commission, licensure exam results of several
professions have less than 50% passing mark as of 2016.
 Accountancy – 38%
 Criminology – 29%
 LET Elementary – 29%
 LET Secondary – 34%
 Radiologic Technology – 42%
Although experience is the best teacher, and it’s more about adapting
and learning while performing the job, many applicants don’t immediately get
the chance to prove themselves beyond their board exam track record (and
their school’s reputation). As a result, they end up taking up unrelated jobs or
remain unemployed.
c. Outdated school curriculum
Emerging technologies have created new set of careers — from
artificial intelligence to nanotechnology. However, the Philippine education
system is slow to adopt and continue to include subjects that are close to
being obsolete, depriving students to be at par with the industry trends.
Although there are universities that manage to innovate, there is a big
challenge among many others to do so. Lack of qualified teachers, facilities
and academic resources remain as the biggest roadblock for them to advance
forward.
No wonder that some companies have ditched the college degree as a
prerequisite to employment.
d. Lack of skills and experience
Due to lack of related skills and experience, jobless workers or fresh
graduates are unable to take on careers that are available in the job market.
Some would think it’s unimaginable to take a job that’s too unrelated to the
course he/she finished in college. Some job postings require substantial
amount of experience, and fresh graduates, therefore, are left out of
contention.
With little or no entrepreneurial skills, many job hunters are unable or
unwilling to establish their own business as an alternative to being employed.
e. Lack of understanding about job application

9
 It’s hard, if not impossible, to land a job if an applicant doesn’t even
know where to start. Even if they’re looking at a job description, some of
them are unable to figure out how to fill up a form, how to use e-mail service
or find the address of the recruitment agency. A few would leave comments in
a news article expressing their interest. Anyone wants to see more proof?
Have a look at the comments of a past article about gas station attendant
jobs in Dubai.
f. Discrimination and unreasonable job requirements
In the Philippines, a simple job vacancy gets way too many applicants.
As a way to pre-qualify applicants (or discourage those that are not fit),
employers have set requirements that are otherwise discriminatory and
unreasonable. Take a look at a typical job posting for a cashier job vacancy in
Manila.
To become a cashier, one has to have height and age requirements,
and as a hygiene-conscious country, such requirement is also disclosed up
front. Instead of relying on experience and skills, many Filipino employers
rely on looks, age and other unnecessary requirements (at least for a cashier
job). Customers need to pay you even if you don’t look very pretty; is the
cashier chair too high that a certain height must be reached? Maybe these
companies can’t pay that much, so they only take fresh graduates who may
accept lower than minimum salary rate.
g. Poverty cycle
In 2015, poverty rate in the Philippines stood at 21%. Poverty can be
a direct or indirect contributor to unemployment. Families under this category
cannot send their children to school, and ask them to contribute to the family
by entering the job market early. Such jobs — construction assistants,
household helpers, and other lowly-paid employment — can be detrimental to
their future career development. Without educational background, their
prospects for decent jobs are low.
The government provides programs for education among the lower-
income members of the community. However, these are limited and many are
left out to fend for themselves. The cycle continues soon as they start their
own family, as their children are at risk of following their footsteps of poverty.
h. Rapid population growth

10
 As of 2017 the Philippines is home to 104.9 million Filipinos, a number
that is forecast to increase to 145 million in 2045. Growth is expected even
with the projected slowing down in average annual population growth rate,
from 1.73 percent during 2010-2015 to 0.65 percent during 2040-2045.
The pace at which jobs are created simply cannot cope up with steady supply
of graduates many of whom will find themselves unemployed.

According to paperap.com (2019), most of the unemployed in the Philippines by

educational attainment: 21.7% were college graduates, 13.6% were college
undergraduates, and 32.8 percent were high school graduates (National Statistics Office,
2013), where it all can root from.

Educational attainment, its denouement in unemployment.

Education has long been linked to economic growth and has consistently been shown
to be positively correlated with Gross Domestic Product (GDP), population, and income
(Monroe, 2008). Edward Glaeser and Jesse Shapiro (2001) note that “The level of residents’
education and income are consistent predictors of urban growth”. They also acknowledge
that the tendency of skilled communities to experience growth “has been true for every time
period going back to the late 19th century”. So it is not odd to consider that one cause of
unemployment in the Philippines may be lack of quality education. With the increasing
demands of the fast developing world, it is really hard to find jobs when an individual is not
a graduate of a particular skill or profession (Paperap.com, 2013). Though the Philippines is
a literate country, the country has literacy rate of 95. 4% for the total population which
means ages 15 and over can read and write (Central Intelligence Agency, 2013). However,
according to Paperap.com (2013), that is not enough to be able to reach the qualifications
of most in-demand jobs because even mere sales ladies nowadays are required to have at
least 1-2 years in college education. In addition, a high educational attainment, which most
Filipinos lack, is one way to uplift the unemployment rate of the country.

11
 Unemployment Composition (Educational Attainment)
No Grade Completed Elementary Undergraduate
Elementary Graduate Junior High School Undergraduate
Junior High School Graduate Senior High School Undergraduate
Senior High School Graduate Post-secondary Undergraduate
Post-secondary Graduate College Undergraduate
College Graduate

1% 7%
21%
9%

11%
8%

8%

3%
3% 28%
1%

Figure 2
Source: National Statistics Office
Figure 2 shows that most of the unemployed in the Philippines by educational
attainment: 28% were junior high school graduates, 21% were college graduate, 11% were
junior high school undergraduate, 9% were elementary graduate, 8% were college
undergraduate and post-secondary graduate, 7% were elementary undergraduate, 3% were
senior high school graduate and post-secondary graduate, and 1% were senior high school
undergraduate and no grade completed.

Education in the Philippines.

Education is one of the most important in the Philippines. Without education, there
can no eligible leaders to fill in government offices, and other organizations that are vital in
sustaining life, progress, and belief in the country's capabilities. Education in the Philippines
fares poorly compared with other countries in the region (expatarrivals.com). According to

12
imbalife.com (2018), the key issues and problems in Philippine education which need
further debate and depth analysis as well as immediate resolution include the following:

1. Deteriorating quality of education

It is uncommon to hear college teachers decry the quality of students that come to
them. They lament the students’ inability to construct a correct sentence, much less
a paragraph. Private schools have been assailed as profit-making institutions turning
out half-baked graduates who later become part of the nation’s educated
unemployed. All these are indications of the poor quality of education.

There are multiple factors which have led to low educational standards. Studies and
fact-finding commissions have shown that the deteriorating quality of education is
due to the low government budget for education; poor quality of teachers; poor
management of schools; poor school facilities such as laboratory and library
facilities; poor learning environment; the content of the curriculum; inadequate
books and science equipment; the poor method of instruction; shortages of
classrooms; and others.

2. Colonial, feudal, imperial, commercial, and elitist orientation in Philippine education

A rather sweeping indictment is that the Philippine educational system has been and
still is basically American in orientation and objectives. Even now, despite years of
independence, our educational system has not succeeded in eliminating the chronic
colonial mentality which abounds like a mental blight within or without the academe.
At present, quality education is financial-capacity based, making higher education
more of a privilege rather than a right.

3. Shortage of school buildings, textbooks and equipment

Since 1960, elementary enrolment has been expanding at the rapid rate of 4% a
year owing to increase in the number of children and in the enrolment ratio.

The shortages of classrooms and textbooks are particularly severe. The nationwide
classroom shortage is estimated to be 40,000 and the DECS (now DepEd) operates
two shifts in many schools. The textbook problem is even more serious. A survey
done in preparation for a World Bank education loan found that the pupil-textbook

13
 ration in the public elementary schools is 10:1 and 79% of the textbooks are more
than 5 years old. This situation has persisted for many years.

Other teaching tools, such as science materials, teaching devices and audio-visual
aids, are also in short supply. Perennial graft and corruption in the acquisition of
books and in the construction of school buildings has often been reported. This
situation handicaps the teaching staff in their work.

4. Overworked and underpaid teaching staff

Teaching has often been referred to as the “most notable of all professions.” To
many teachers, however, the noble image of their profession has been transformed
into an illusion. Over the last three decades, we have come to think of the Filipino
teachers as overworked and underpaid professionals.

The fact that teachers are paid subsistence wages is only half of their sad story.
Their daily bout with dilapidated classrooms, overcrowded classes, and lack of
teaching materials, among others, make the teachers hardly rewarded work even
more difficult.

Aside from classroom instructions, teachers perform a host of backbreaking and

time-consuming jobs unrelated to the teaching function. The National Research and
Development Center for Teacher Education under the DECS listed 76 extracurricular
activities performed by public school teachers. Such activities include Operation
Timbang, census taking, tax consciousness drive, Clean and Green Drive, Alay-
Tanim, Alay-Lakad, fund raising campaigns, lining the streets to welcome foreign
dignitaries, etc. To do all these, teachers are forced to work two or three hours
overtime every day. They also have to report during weekends and holidays and
even during their yearly vacation time.

5. Bilingual policy and the problem of a national language

The bilingual policy in education aims to develop a Filipino who is proficient in both
English and Filipino. For the past 20 years, since the DECS adopted the bilingual
policy, Tagalog-based Pilipino has been used to teach over half of the subjects in the
elementary and secondary curriculum of both public and private schools.

14
 Mathematics and the natural sciences continue to be taught in English. Despite the
findings of the Ateneo Social Weather Survey that 92% of Filipinos already speak and
understand Tagalog, many provinces north and south of Metro Manila still encounter
problems with the language. This is unfortunate because Pilipino is used in nationally
conducted exams and tests. While the bilingual policy is a law which not even the
Secretary of Education can change, it has become a growing concern that many
students are deficient in communication skills.

6. Mismatch
The major problem of the tertiary level is the large proportion of the so called
“mismatch” between training and actual jobs, as well as the existence of a large
group of educated unemployed or underemployed. The literature points out that this
could be the result of a rational response to a dual labor market where one sector is
import-substituting and highly-protected with low wages. Graduates may choose to
“wait it out” until a job opportunity in the high paying sector comes.

To address this problem, it is suggested that leaders in business and industry should
be actively involved in higher education. Furthermore, a selective admission policy
should be carried out; that is, mechanisms should be installed to reduce enrolment in
oversubscribed programs and promote enrolment in undersubscribed ones.

7. Globalization issue in education

It is in the educational sector where the concept of globalization is further refined
and disseminated. It comes in varied forms as “global competitiveness,” “the
information highway,” “the Third Wave Theory,” “post modern society,” “the end of
history,” and “borderless economy.”

The so-called Philippines 2000 was launched by the Philippine government to

promote “global competitiveness,” Philippine Education 2000 carried it to effect
through training of more skilled workers and surplus Filipino human power for foreign
corporations to reduce their cost of production.

The Philippines, including its educational sector, is controlled by US monopoly capital

through loan politics. This task is accomplished by the IMF, the World Bank and a

15
 consortium of transnational banks, called the Paris Club, supervised by the WB. The
structural adjustments as basis for the grants of loans, basically require
liberalization, deregulation and privatization in a recipient country.

As transplanted into the educational sector, deregulation is spelled reduced

appropriation or reduced financial assistance to public schools through so called fiscal
autonomies; privatization and liberalization is spelled commercialized education or
liberalization of governments’ supervision of private schools and privatize state
colleges and universities.

The WB-IMF and the Ford Foundation have earmarked $400M for Philippine
education. These loans financed the Educational Development Project (EDPITAF) in
1972; the Presidential Commission to Survey Philippine Education (PCSPE) in 1969;
the Program for Decentralized Educational Development (PRODED) in 1981-1989. As
pointed out by many critics, “the massive penetration of WB-IMF loans into the
Philippine Educational System has opened it wide to official and systematic foreign
control, the perpetuation of US and other foreign economic interest, and to maximize
the efficiency of exploiting Philippine natural resources and skilled labor.”

A number of studies and fact-finding commissions such as the Sibayan and Gonzales
Evaluation (1988), the Presidential Commission to Survey Philippine Education
(PCSPE, 1969), and the Congressional Commission on Education (EDCOM, 1991-
1992) have pointed out that the problems of Philippine education are the problems of
quality and political will.

The Commission on Higher Education is perceived to be a "weak agency" by Fr. Joel

Tabora SJ (2013), president of Ateneo de Naga University. CHED is responsible for
determining the appropriate curriculum or subjects to be taught in various degree
programs, the quality and requirements of instructors or professors and the type of students
that should be taught. "According to Aquino, K-12 program will pave the way for an ever
brighter future for young Filipinos by equipping them with basic education up to
international standards. K-12 program may develop secondary education in the Philippines
but the country's top universities and colleges are lagging behind those of its fellow ASEAN

16
countries. The Philippines couldn't move to a more knowledge-based economy without its
citizens attaining all the basic needs to survive in the real and global competition.

Quality Education: Key for Better Employment.

The unemployed are defined as people actively seeking employment and currently
available to start work. However, as the years go by many companies have minimum
educational requirements, and without meeting these requirements, you won't get an
interview. According to studies, employers are increasingly requiring a college degree and
estimates that by 2018, 60 percent of jobs required a bachelor's degree. Time spent in high
school, college or graduate school helps you master both basic and advanced skills like
writing, reading, comprehension and communication skills. These social skills can serve you
well in the job search even if the job you want doesn't require a specific degree. High
quality education will enhance the quality of its human resources. The high and low quality
of human resources can be determined from the knowledge and skills they have. Good
knowledge and skills are usually obtained from education when they go to school. Each level
of school education plays a role in providing learning experiences that can increase student
interest (Rina, Murtini & Indriayu, 2018).

In 2016, the Philippine government implemented the K-12 education policy in the
country, adding two more years of schooling in the high school level. This implies an
improvement in the education system brought about by an increase in the years of
schooling. However, this also implies an increase in the cost of education. In the Philippines,
Luo and Terada (2009) report that Filipinos with a higher level of educational attainment
face a considerably higher unemployment rate than those with a lower level of education
attainment. They attribute 30 percent of the differences in wages across the country to
education – highlighting that education is a determinant of wage inequality. An earlier study
by Paqueo and Tan (1989) also highlights the role of education. They find that an additional
year of education leads to an increase in private returns by 8.1 percent. Schady (2002) also
finds similar results for the male population: even if costs to acquiring a college education
are very high, the highest returns are also experienced by those who complete a college
degree.

In terms of educational outcomes, the Philippines is regionally successful but has yet
to reach the standards of more developed countries. Educational attainment of the Filipino

17
population has steadily increased in recent decades (ILO, 2012). A survey undertaken by
the Department of Labour and Employment (DOLE) has shown that in 2012, 36% of firms
considered that the lack of pertinent skills was the main reason why they found it hard to fill
vacancies (PSA, 2016). Similarly, according to data from the World Bank Enterprise Survey,
10.1% of private sector firms identified an inadequately educated workforce as a major
constraint for growth in 2015, up from 7.8% in 2009 (World Bank, 2015). Results from this
survey also show that socio-behavioural skills, such as managerial, leadership, interpersonal
and communication skills, are those that firms consider to be more difficult to find in
potential employees.

To raise the quality of the workforce, the Report and Recommendations advocated
several measures (Congress of the Philippines, 2001), including increasing investments in
quality basic education; targeting public investments in higher education and advanced
scientific and technical research; reducing public subsidies to state universities and colleges
via phase down or devolution to local government units or the private sector; expanding
opportunities for education through well-designed educational loan programmes for qualified
students from low-income families; strengthening co-ordination between the public and
private sectors in providing vocational and technical training to ensure better match of skills
with industry demand and to remove costly duplication of government- and privately-
provided training; and devolving vocational and technical training to local government units
and the private sector to enable TESDA to concentrate on skills certification, standard
setting and equivalency, timely development of training curricula, and the building of
partnerships between training centres and industry. The Philippine Constitution mandates
the State to promote full employment and equal employment opportunities, raise the
standard of living, and improve quality of life for all.

18
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The research paper, “Causes of Unemployment in Tondo Manila and Caloocan City”
of Colegio, Cruz, Meneses, and Pepito, studied and analyzed the comparative study of
increasing rate of unemployment of two barangays in Tondo Manila and Caloocan City. It
also shows the reason of unemployment of each barangay which illustrates their difference
not just in the rate of unemployment but also in their standard of living. The findings are:

Barangay 131 Pag-asa Caloocan City

50 Respondents
EMPLOYMENT STATUS

EMPLOYMENT
STATUS FREQUENCY PERCENT

EMPLOYED 26 52%

UNEMPLOYED 24 48%

EMPLOYMENT STATUS IN BRGY 131

26.5

26

25.5

25 FREQUENCY
24.5

24

23.5

23
EMPLOYED UNEMPLOYED

Figure 3

19
 Figure 3 shows the frequency according to the employment status of the
respondents. 26 out of 50 or 52% are employed, 24 out of 50 or 48% are unemployed.

Barangay 181 Pag-asa St. Gagalangin, Tondo, Manila

50 Respondents
EMPLOYMENT STATUS

EMPLOYMENT
STATUS FREQUENCY PERCENT

EMPLOYED 20 26%

UNEMPLOYED 30 74%

EMPLOYMENT STATUS IN BRGY 181

35

30

25

20 FREQUENCY
15

10

0
EMPLOYED UNEMPLOYED

Figure 3

Figure 3 shows the frequency according to the employment status of the

respondents. 30 out of 50 or 74% are unemployed, 20 or 26% are employed.

Barangay 131 Pag-asa Caloocan City

20
 50 Respondents
EDUCATIONAL ATTAINMENT
EDUCATIONAL FREQUENCY PERCENT
ATTAINMENT

ELEMENTARY 7 14%
GRADUATE
HIGH SCHOOL 6 12%
GRADUATE
HIGH SCHOOL 5 10%
UNDERGRADUATE
COLLEGE GRADUATE 23 46%
COLLEGE 9 18%
UNDERGRADUATE

EDUCATIONAL ATTAINMENT IN BRGY 131

25
20
15
10
5
0
E E E E E FREQUENCY
UAT UAT UAT UAT UAT
D D D D D
GRA GRA GRA GRA GRA
Y L R E R
AR O DE EG DE
T HO N LL UN
EN SC
O LU CO GE
M
EL
E GH HO LL
E
HI SC CO
GH
HI

Figure 4
This table shows the frequency distribution of the residents of Barangay 131 PagAsa
St. Caloocan City. 23 out of 50 or 46% belongs to bracket College Graduate,9 out of 50 or
18% belongs to College Undergraduate, 7 out of 50 or 14% belongs to Elementary
Graduate, 6 out of 50 or 12% belongs to High School Graduate, 5 out of 50 or 10% belongs
to High School Undergraduate.

Barangay 181 Pag-asa St. Gagalangin, Tondo, Manila

50 Respondents
EDUCATIONAL ATTAINMENT

21
 VALID FREQUENCY PERCENT
ELEMENTARY 3 6%
GRADUATE
HIGH SCHOOL 11 22%
GRADUATE
HIGH SCHOOL 8 16%
UNDERGRADUATE
COLLEGE GRADUATE 14 28%
COLLEGE 14 28%
UNDERGRADUATE

EDUCATIONAL ATTAINMENT IN BRGY 181

16
12
8
4
0
FREQUENCY

Figure 4
This table shows the frequency distribution of the residents of Barangay 181 PagAsa
St. Tondo Manila. 14 out of 50 or 28% belongs to bracket College Graduate, 14 out of 50
or 28% belongs to College Undergraduate, 11 out of 50 or 22% belongs to High School
Graduate, 8 out of 50 or 16% belongs to High School Undergraduate. 3 out of 50 or 6%
belongs to Elementary Graduate.
Their findings also shows that educational qualifications is the primary factor of
increasing rate of unemployment in both barangay which have tallied 72% in Barangay 131
Pag-asa Caloocan City and 80% in Barangay 181 Pag-asa Tondo Manila. While other are
family, and environment. The interpreted findings are as follows:

Barangay 131 Pag-asa, Caloocan City

ENVIRONMENT AFFECTS STATUS OF UNEMPLOYED CITIZEN

22
 ENVIRONMENT FREQUENCY PERCENT

YES 4 16%

NO 21 84%
FIGURE 5

This table shows the frequency distribution of the residents of Barangay 181 Pag-asa
St, Caloocan City. 21 out of 25 or 84% answered No that environment does not affect the
status of unemployed citizen.

Barangay 181 Pag-asa St. Gagalangin, Tondo, Manila

ENVIRONMENT AFFECTS STATUS OF UNEMPLOYED CITIZEN

ENVIRONMENT FREQUENCY PERCENT

YES 18 60%

NO 12 40%
FIGURE 5

This table shows the frequency distribution of the residents’ of Barangay 181 Pag-asa
St Gagalangin, Tondo, Manila. 18 out of 30 or 60% answered Yes that environment can
affect the status of unemployed citizen.

Barangay 131 Pag-asa Caloocan City

FAMILY AFFECTS STATUS OF UNEMPLOYED CITIZEN

FAMILY FREQUENCY PERCENT

YES 7 28%
NO 18 72%
FIGURE 6

This table shows the frequency distribution of the residents of Barangay 181 Pag-asa
St., Caloocan City. 18 out of 25 or 72% answered No that the size of the family affects
status of unemployed citizen.

Barangay 181 Pag-asa St. Gagalangin, Tondo, Manila

FAMILY AFFECTS STATUS OF UNEMPLOYED CITIZEN

23
 FAMILY FREQUENCY PERCENT
YES 15 50%
NO 15 50%
FIGURE 6

This table shows the frequency distribution of the residents of Barangay 181 Pag-asa
St Gagalangin, Tondo, Manila. 15 or 50% by No and 15 or 50% of answered by yes.

Barangay 131 Pag-asa Caloocan City

EDUCATIONAL ATTAINMENT AFFECTS STATUS OF UNEMPLOYED CITIZEN

EDUCATIONAL
ATTAINMENT FREQUENCY PERCENT

YES 18 72%
NO 7 28%
FIGURE 7

This table shows the frequency distribution of the residents of Barangay 181 Pag-asa
St. Caloocan City. 18 out of 25 or 72% answered yes that the educational attainment
affects status of unemployed citizen.

Barangay 181 Pag-asa St. Gagalangin, Tondo, Manila

EDUCATIONAL ATTAINMENT AFFECTS STATUS OF UNEMPLOYED CITIZEN

EDUCATIONAL
ATTAINMENT FREQUENCY PERCENT
YES 24 80%
NO 6 20%
FIGURE 7

This table shows the frequency distribution of the residents of Barangay 181 Pag-asa
St. Gagalangin, Tondo, Manila. 24 out of 30 or 80% answered yes that the educational
attainment affects status of unemployed citizen.

24
 Barangay 131 Pag-asa Caloocan City

FREQUENCY
FACTORS MEAN
YES NO

ENVIRONMENT 4 21 2.52

FAMILY 7 18 2.16

EDUCATIONAL
ATTAINMENT 18 7 2.16

Total Unemployed Respondents: 25

Barangay 131 Pag-asa Tondo Manila

FREQUENCY
FACTORS MEAN

YES NO

ENVIRONMENT 18 12 1.8

FAMILY 15 15 1.5

EDUCATIONAL
ATTAINMENT 24 6 2.4

Total Unemployed Respondents: 30

25
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of findings

The following findings were adapted by the researchers from “Causes of

Unemployment in Tondo, Manila and Caloocan City, An Undergraduate Thesis Presented to
the Faculty of the College of Accountancy and Economics of Universidad De Manila.”. The
adapted study focused on the determining the factors affecting the increasing rate of
unemployment in selected barangay. The descriptive method was used in the research and
questionnaire was used for gathering additional information. The researchers from the
adapted studies used survey questionnaire as their data gathering tool which were all
answered by their respondents of 50 from each barangay with a total of 100 respondents.
Since the researchers adapted this study who only seek for the educational attainment and
unemployment, the research take consideration of the said variables. After the analysis of
the researchers from the adapted studies they came up with the following findings:

Employment status

Among the respondents in Barangay 131 Pag-asa, Caloocan City 26 out of 50

or 52% are employed, 24 out of 50 or 48% are unemployed. Among the respondents
in Barangay Pag-asa, Gagalangin, Tondo, Manila 30 out of 50 or 74% are
unemployed, 20 or 26% are employed.

Educational attainment

Among the respondents in Barangay Pag-asa, Caloocan City 23 out of 50 or

46% belongs to bracket College Graduate, 9 out of 50 or 18% belongs to College
Undergraduate, 7 out of 50 or 14% belongs to Elementary Graduate, 6 out of 50
or 12% belongs to High School Graduate, 5 out of 50 or 10% belongs to High School
Undergraduate. Among the respondents in Barangay Pag-asa, Gagalangin, Tondo,
Manila 14 out of 50 or 28% belongs to bracket College Graduate, 14 out of 50 or
28% belongs to College Undergraduate, 11 out of 50 or 22% belongs to High School
Graduate, 8 out of 50 or 16% belongs to High School Undergraduate. 3 out of 50 or
6% belongs to Elementary Graduate.

26
Educational affects status of unemployment citizen

Among the respondents in Barangay Pag-asa, Caloocan City 18 out of 25 or

72% answered yes that the educational attainment affects status of unemployed
citizen. Among the respondents in Barangay Pag-asa, Gagalangin, Tondo Manila 24
out of 30 or 80% answered yes that the educational attainment affects status of
unemployed citizen.

27
Conclusion

In conclusion, education is the main investment in developing better economy. It

also gives opportunities to the people to have a better jobs to have a higher salary and
wages. Those who have better knowledge and skills will find it easier to get a job, either
work for someone else, or open their own business, so the unemployment rate can be
reduced. In other words, education can reduce the unemployment rate. This research is in
line with the findings of Suaidah & Cahyono (2012), Aden (2017) and Horner, Zhang &
Furlong (2018) that there is a strong negative relationship between higher education
expenditures and unemployment, especially senior secondary graduates. Therefore,
education can be used as a tool by the government to reduce economic problems, especially
the problem of unemployment.

28
Recommendation

The researchers conducted this entire study about the implications of educational
attainment to the rate of unemployment. This research study is ought to be recommended
to the following:

Students, in which they will be equipped with new learning related to this
phenomena evident in the country.

Parents, in which they will be knowledgeable about the crisis arising and will be able
to properly guide their children for their own future benefit.

Community, in which they will be able learn and cope up for possible movements
regarding the said problem and take action for the problem to be resolved.

To the Future Researchers, in which they will be able to give necessary data for their
research and also be equipped with a handful of information to use.

29
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